이중결함가설에 따른 읽기장애 하위유형의 특성과 읽기 하위기술 간 차이
The Characteristics and Difference between Subgroups of Children with Reading Disabilities According to The double-deficit hypothesis
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본 연구는 읽기장애아동의 음운인식과 명명속도를 일반아동들의 수행수준을 기준으로 각 하위유형으로 분류하고, 읽기 하위기술인 단어재인, 읽기 유창성, 읽기 이해에서 보이는 특성을 알아보기 위하여 실시되었다. 연구대상자는 읽기장애아동 30명이었으며, 동수의 일반아동을 표집하여 읽기장애 하위유형을 분류하는 기준으로 삼았다. 연구결과, 네 개의 하위유형이 존재하였으며, ‘이중결함형’은 모든 학년에서 골고루 나타났으며, 결과적으로 가장 많은 숫자를 보여 이중결함가설의 타당성을 보여주는 것으로 볼 수 있다. 읽기장애 하위유형은 일반아동과의 읽기 하위기술에서도 모두 유의미한 차이를 나타냈으며, ‘명명속도 결합형’의 읽기 수행이 ‘음운인식 결함형’에 비해 저조하게 나타나 한국어 사용 읽기장애아동에 대한 지속적인 연구가 필요함을 시사하였으며, ‘이중결함형’은 가장 심각한 읽기문제를 나타내었다. 마지막으로 이러한 연구결과에 따른 논의와 후속연구의 방향성을 제시하였다.
Abstract
The purpose of this study was to investigate the characteristics and difference between subgroups of children with reading disabilities according to the double-deficit hypothesis. Subgroups of children with reading disabilities were divided with phonological awareness, naming speed. And the 3 subgroups of reading abilities, decoding skills of words (nonsense word reading, regular words, irregular words), reading fluency, reading comprehension were measured. Data were collected from 30 first-third grade children with reading disabilities in elementary school, While 30 children with general reader was utilized as norms for Z score of children with reading disabilities. The classification according to double-deficit hypothesis(neither deficit, phonological awareness-deficit only, naming speed-deficit only, double-deficit) were performed to determine whether double-deficit hypothesis are applied to the children spoken a hangul. The results of this study were as following:When the double-deficit hypothesis was used as a framework to identify four mutually exclusive subgroups of readers based on patterns of processing deficits(PA only, NS only, Double-Deficit, Neither), it represented that the double-deficit subgroup had the lowest performance in all aspects of reading(decoding skills of words, reading fluency, reading comprehension, and the neither subgroup had the highest performance in all aspects of reading. We expected that the NS only subgroup would outperform the PA only subgroup in all aspects excluding reading fluency, but the opposite performance represented for this study. So the PA only subgroup showed the more performance in all aspects of reading than the PA only subgroup. These results strengthen the double deficit hypothesis for assessing and designing intervention with reading disabled children in a transparent orthography Through this study did not include many participants, and the instrument of measurement didn't have enough validity, the implications of these results for assessing and designing intervention with reading disabled children were that the naming speed is critical, helpful for those children spoken hangul than English speaker. Thus, the instrument of measurement proved validity will be needed for following study to identify good predictors of reading skills.
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