웹 활용 독서지도 프로그램이 발달장애학생의 읽기와 어휘력 및 학습흥미에 미치는 효과
The Effect of Web-Based Reading Guidance Program on the Reading, Vocabulary and Learning Interest of Students with Developmental Disabilities
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본 연구는 웹 활용 독서지도 프로그램이 발달장애학생의 읽기와 어휘력 및 학습흥미에 미치는 효과를 알아보고자 하였다. 연구대상은 경상남도 H특수학교 고1학년 중에서 지적장애, 자폐성장애 및 언어장애를 수반하는 발달장애학생 4명을 선정하였고, 연구는 약 6개월 동안 이루어졌다. 웹 활용 독서지도 프로그램은 대상학생의 장애특성과 의사소통 수준, 정신연령을 고려하여 웹의 전자도서로 구성하여 1-3단계로 나누어 독서 전, 독서 중, 독서 후 활동으로 개발하였다. 읽기와 어휘력은 사전-사후-유지 검사를 실시하여 변화를 분석하였으며, 학습흥미는 본 연구자와 특수교육 석사학위를 소지한 교사 1인이 녹화된 비디오테이프를 판독 및 관찰하여 검사지에 기록하고 평균을 산출하여 점수를 기록하였다. 연구결과 웹 활용 독서지도 프로그램이 발달장애 학생들의 읽기능력, 어휘력에 유의한 향상을 보였고, 대상학생 모두 읽기능력과 어휘력이 향상되었다. 또한 학습흥미는 하위영역인 주의집중, 과제흥미도, 자신감, 성실성, 활동에 대한 관심영역 모두 흥미도가 향상되었다.
Abstract
The purpose of this study was to examine the effect of a web-based reading guidance program on the reading, vocabulary and learning interest of students with developmental disabilities. The subjects in this study were four students who were selected from among high school sophomores in H special school in South Gyeongsang Province. The selected students suffered from intellectual disabilities, autistic disorder and speech disorders. To determine the effect of a web-based reading guidance program on their reading, vocabulary and learning interest, pretest, posttest and retention test were carried out to look for any possible changes in their reading and vocabulary. As for learning interest, they were videotaped while a web-based reading guidance program was conducted, and the videotape was analyzed by this researcher and another teacher who got a master's degree in special education to rate their learning interest. The web-based reading guidance program used in this study made use of e-books in consideration of the characteristics of their disabilities, communication level and mental age. The program was composed of three stages: pre-reading, reading and post-reading activities. The first stage was composed of predicting, word finding, knowing the key meaning of words, grasping the plot, the use of word cards, linking the final letters of words and finding hidden pictures. The second stage was concerned with describing the plot through paper folding or by using Chinese drawing paper, interesting lyrics of songs, reading nursery rhymes, entitling, mind-map and drawing four-cut pictures. The third stage was composed of drawing a picture as book review, book art, reading quiz, golden bell, book advertising and role-playing. Friedman test was employed to find out the effect of the web-based reading guidance program on the reading, vocabulary and learning interest of the students with developmental disabilities. The findings of the study were as follows:First, the students with developmental disabilities showed a significant improvement in reading skills after they participated in the program. Every student made progress in reading skills without any exception, and the program produced lasting effects even though a certain period of time passed by after the program. Second, the students with developmental disabilities made significant strides in vocabulary after they participated in the program, and every student improved in that regard without any exception. Third, the students with developmental disabilities significantly got more interested in learning when they participated in the web-based reading guidance program. Concerning the impact of the program on the subfactors of learning interest, they showed a significant improvement in all the attention, task interest, confidence, integrity and concern for learning activities. The above-mentioned findings suggested that this study was very meaningful in that the web-based reading guidance program had a great effect on the reading, vocabulary and learning interest of the students with developmental disabilities.
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