시각장애 학생의 점자 문해력 발달 및 관련 예측변인 탐색
Exploring the Development of Braille Literacy and Related Predictors of Visually Impaired Students
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초록
연구목적: 본 연구의 목적은 시각장애 학생의 점자 읽기 이해력이 학년이 증가함에 따라 발달적 변화를 보이는지를 살펴보고, 점자 읽기 이해력과 시각장애 특성 및 읽기 하위기술 간 관련성을 알아보는 데 있다. 연구방법: 연구 참여자는 전국 시각장애학교에서 1년 이상 점자를 학습한 학생으로 초등학생 38명과 중학교 33명을 대상으로 하였다. 연구결과: 첫째, 시각장애 학생의 점자 읽기 하위기술(점자 받아쓰기, 점자 읽고 쓰기, 점자 읽기 유창성, 점자 읽기 이해력)은 학년에 따라 발달적 변화를 보이는 것으로 나타났다. 둘째, 시각장애 학생의 특성 및 점자 읽기 하위기술 간 상관은 점자 받아쓰기와 읽고 쓰기(베껴쓰기), 읽기 유창성 간은 유의미하게 높게 나타났으나, 읽기 이해력과의 상관은 낮은 것으로 나타났다. 특히 읽기 유창성의 경우, 학년과의 상관이 가장 높은 것으로 나타났다. 셋째, 시각장애 학생의 특성 및 점자 문해력 하위기술에서 점자 읽기 이해력에 영향을 미치는 유의한 예측변인은 국어성적인 것으로 나타났으며, 읽기 이해력의 26%를 국어성적이 설명하는 것으로 나타났다. 결론: 이상의 결과를 선행연구와 비교하고 점자 읽기 교수의 효율성을 높이기 위한 방향을 제시하였다.
Abstract
Purpose: The purpose of this study was to investigate whether the braille reading ability of visually impaired students shows developmental changes according to the school years, and to examine the relationship between the characteristics of the visually impaired and other sub-skills of reading. Method: A total of 71 blind students, 38 of whom were elementary school students and 33 were middle schools students, participated in this study, and all of them learnd Braille for more than a year. Results: As a result of the study, first, the sub-skills of Braille reading(Braille dictation, Braille transcription, Braille reading fluency, Braille reading comprehension) showed developmental changes according to grade levels. Second, as for the correlation between the characteristics of visually impaired students and the sub-skills of reading Braille, the correlation between dictation, transcription, and reading fluency was significantly high, but the correlation between three sub-skills of reading and reading comprehension was low. However, in the case of reading fluency, it was found that the correlation with the students’ grades was the highest. Third, in the characteristics of visually impaired students and the sub-skills of reading Braille, the significant predictive variable affecting reading comprehension was Korean language performance, and Korean language scores were found to account for 26% of reading comprehension. Conclusion: Limitations of this study and educational implications for follow-up studies are presented.
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