초등학생의 읽기 어려움의 이질성 연구
A Study on Heterogeneity of Reading Difficulties in Elementary School Students
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연구목적: 본 연구의 목적은 읽기 어려움의 이질성을 살펴보고자 함에 있었다. 구체적으로 본 연구에서는 ‘정상 지능’ 여부와 ‘읽기 하위 영역 중 어떠한 영역에서의 어려움’을 지녔는지 여부에 따라 읽기 어려움을 지닌 6개 집단과 일반학생 2개 집단으로 분류하여, 이 집단들 간 읽기 성취도와 인지처리 특성의 차이를 비교하였다. 연구방법: 이를 위해 초등학교 1학년부터 6학년까지의 306명 학생을 대상으로 읽기 성취도(단어인지, 읽기이해) 평가와 인지처리(음운인식, 음운기억, 빠른 자동이름대기, 어휘, 듣기이해, 문장따라말하기, 동작성 지능) 평가를 실시하였다. 연구결과: 다음은 주요 결과의 요약이다. 첫째, 정상 지능이면서 일반학생인 G집단의 비율이 가장 높았으며, 읽기 어려움을 지닌 학생의 출현율은 다음과 같다. 저학년의 경우, 정상 지능이면서 단어인지만 어려움이 있는 A집단의 출현율이 가장 높고, 정상 지능이면서 단어인지와 읽기이해에 어려움이 있는 B집단과 경계선 지능이면서 단어인지와 읽기이해에 어려움이 있는 E집단이 그 다음으로 나타났다. 고학년의 경우, 정상 지능이면서 읽기이해만 어려움이 있는 C집단의 출현율이 가장 높고, 경계선 지능이면서 단어인지와 읽기이해에 어려움이 있는 E집단이 그 다음으로 나타났다. 둘째, 읽기 성취도 및 대부분의 인지처리 평가 결과에서 단어인지와 읽기이해 모두에 어려움을 보이는 B집단과 E집단의 점수가 가장 낮았다. 셋째, 단어인지와 읽기이해에 모두 어려움을 보이는 B집단과 E 집단은 모든 인지처리 검사에서 낮은 점수를 보였으며, 특히 음운인식, 어휘, 문장따라말하기에서 특히 낮은 점수를 보였다. 읽기이해만 문제를 지닌 C 집단과 F 집단은 듣기이해에서 낮은 수행을 보인 반면, 음인인식, 음운기억, 빠른자동이름대기에는 상대적으로 양호한 수행을 보였다. 넷째, 경계선 지능에 따른 집단 간에는 모든 인지처리 검사 결과에서 유의한 차이가 나타나지 않았다. 논의 및 결론: 본 연구 결과의 요약, 연구 결과의 제한점 및 향후 연구에 관한 제언이 논의되었다.
Abstract
Purpose: The purpose of this study was to examine the heterogeneity of reading difficulties. Specifically, the study was divided into six groups of students with reading difficulties and two groups of general students according to intelligence(normal vs borderline intelligence) and difficulties in the subareas of reading. Then the differences in reading achievement and cognitive processing characteristics among these groups were compared. Method: For this purpose 306 students from grades 1 through 6 were evaluated for reading achievements(word recognition, reading comprehension and cognitive processing abilities(phonological awareness phonological memory rapid naming vocabulary listening comprehension sentence repetition mobility intelligence). Results: The following is a summary of the main results: First, the ratio of G-group who includes general students with normal intelligence was the highest. The prevalence of students who have difficulty in reading is as follows: In the lower grades, the A-group who has normal intelligence and difficulty in word recognition showed the highest prevalence rate, and then the B-group who has normal intelligence and difficulties in both word recognition and reading comprehension, the E-group who has borderline intelligence and difficulties in both word recognition and reading comprehension in order. In the upper grades, the C-group who has normal intelligence and difficulty in reading comprehension showed the highest prevalence rate, and the E-group who has borderline intelligence and difficulties in both word recognition and reading comprehension was followed by. Second, the scores of B-group and E-group showing difficulty in both word recognition and reading comprehension showed the lowest scores in both reading achievements and most of the cognitive process assessments. Third, B-group and E-group showing difficulty in both word recognition and reading comprehension received low scores in all cognitive process assessments, particularly in phonological awareness, vocabulary, and sentence repetition. C-Group and F-group with only reading comprehension difficulty showed a low performance in listening comprehension, while phonological awareness, phonological memory, and rapid naming showed relatively good performance. Fourth, there was no significant difference in all cognitive process assessments between groups according to the boundary intelligence. Conclusions: Summary of these findings, limitations on the findings, and suggestions for future studies were discussed.
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