장애학생들의 음운인식 및 단어재인능력 향상을 위한 읽기중재: 단일대상 메타분석 연구
Reading Interventions for Improving Phonological Awareness and Word Recognition of Students With Disabilities: A Meta-Analysis of Single-Subject Research Designs
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연구목적: 본 메타분석은 장애학생들의 음운인식 및 단어재인 능력에 대한 읽기중재의 일반적인 특징 및 효과크기들을 분석하는 것이다. 또한 읽기중재의 효과에 영향을 미치는 8가지 변수들에 관한 조절 효과분석도 실시하였다. 연구방법: 본 메타분석을 위하여 1994년부터 2016년 3월까지 국내외에 발표된 29편의 단일대상연구가 최종 선정되었다. 장애학생들의 음운인식 및 단어재인 능력이 기초선보다 중재구간에 향상된 정도를 Tau-U 값을 통하여 살펴보았다. 연구결과: 첫째, 20편의 연구들은 유아 및 초등학교 학생들을 대상으로 하였고, 연구자들이 주된 중재자로 참여하였다. 중재충실도와 사회적 타당도는 제한적으로 평가되었다. 둘째, 전체평균효과크기는 중간이상(Tau-U = .743)이었으며, 연구결과들은 서로 이질적이라고 보고되었다. 셋째, 대상학년, 장애유형, 중재회기 및 중재시간, 종속변인, 중재유형, 그리고 교수적 구성요소들에 따라서 읽기중재의 효과크기들은 유의미하게 차이가 있었다. 결론: 연구결과는 장애학생들에게 음운인식보다는 단어재인 능력에서 중재의 효과크기가 상대적으로 높은 것을 보여주었다. 이러한 효과크기들은 학생들의 연령 및 장애유형에 따라 차이가 있을 수 있음을 시사하기도 하였다. 또한 장애학생들을 위하여 청각 및 시각적인 교수지원이 함께 사용되었을 때, 중재의 효과크기가 가장 높았다. 그러므로 이러한 효과적인 교수적 구성요소들은 장애학생들을 위한 읽기중재 프로그램 개발에서 중요하게 고려되어야 한다.
Abstract
Purpose: This study synthesized the effect sizes of reading interventions on phonological awareness and word recognition for students with disabilities. Eight moderators were also examined. Method: A total of 29 single-subject studies between 1994 and 2016 were included. Tau-U was calculated to investigate students’ improvements on phonological awareness and word recognition between the baseline and intervention phases. Results: First, 20 studies targeted kindergarten and elementary school students. The primary interventionists of the included studies were researchers. A limited number of studies have evaluated the fidelity of implementation and social validity. Second, the overall average effect size was fairly large (Tau-U = .743). Third, effect sizes were significantly different according to students’ grade, disabilities, instructional duration and time, dependent variables, intervention types, and instructional components. Conclusion: Results indicated that students with disabilities improved more on word recognition than phonological awareness. In this study, the combination of verbal and visual scaffolding was the most effective instructional component in improving students’ reading performance. Thus, it is important to consider effective instructional components when developing reading instruction for students with disabilities.
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