지적장애중학생을 위한 세 가지 단어의미관계 중재가 스크립트 속의 단어의미관계 습득 능력에 미치는 효과
Effects of Three-Type-Word-Relation Intervention on the Ability of Acquiring Word Relations from Scripts for Middle Schoolers with Intellectual Disability
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연구목적: 본 연구에서 연구자는 2명의 지적장애 중학생을 대상으로 세 가지 단어의미관계중재가 스크립트 속의 단어의미관계 이해에 미치는 효과를 분석하였다. 연구방법: 지적 장애 중학생 2명이 참여하였으며 중다간헐기초선 설계법을 적용하였다. 독립변인은 세 가지 단어의미관계 중재였으며 직접교수를 통해 각 단어의미관계(상하, 유의, 반의관계)를 설명하는 방식으로 진행되었다. 연구 종속변인으로 중재 전·후에 실시된 기초선 평가문제에서 보이는 학생의 정답률과 중재기에 실시된 세 가지 단어의미관계에 대한 연습문제에서 보이는 연구대상학생의 정답률을 측정하였다. 연구결과: 연구대상자 A는 기초선 단계의 평가점수에 비하여 중재 후 점수가 향상하였으며, 연구대상자 B의 경우 두 개 중 한 개의 평가지에서 점수가 증가하였다. 결론: 본 연구는 단어의미관계 이해와 습득을 위한 직접적인 교육이 단어 간의 의미관계를 이해하고 주어진 스크립트속의 단어의미관계 파악에 효과적임을 입증하였다.
Abstract
Purpose: We tested the effects of the direct teaching intervention for three types of word relations (i.e., category and instance, synonym, & antonym) on the emergence of untaught analogical word relations after reading a paragraph. Methods: Two middle school students with intellectual disabilities participated and an multiple probe design across participants was employed. The independent variable of this study was the completion of the direct teaching intervention of three analogical relations with the pre-developed instructional materials. The dependent variables were the percentage of correct responses to (a) the probe worksheets prior to and after the direct teaching intervention, and (b) practice tests in the intervention phase. Results: After the intervention, the percentage of Participant A’s correct responses increased for both probe worksheets. The percentage of Participant B’s correct responses increased for one out of two probe worksheets. Conclusion: Result demonstrated that the direct teaching intervention for three types of word relations was effective to acquire the analogical word concepts and the analogical relationships based on the reading paragraphs.
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