청각적 말소리 자극과 시각적 글자 자극 제시방법에 따른 5, 6세 일반아동의 음소인식 수행력 비교
Effects of auditory and visual presentation on phonemic awareness in 5- to 6- year-old children
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The phonemic awareness tasks (phonemic synthesis, phonemic elision, phonemic segmentation) by auditory presentation and visual presentation were conducted to 40 children who are 5 and 6 years old. The scores and error types in the sub-tasks by two presentations were compared to each other. Also, the correlation between the performances of phonemic awareness sub-tasks in two presentation conditions were examined. As a result, 6-year-old group showed significantly higher phonemic awareness scores than 5-year-old group. Both group showed significantly higher scores in visual presentation than auditory presentation. While the performance under the visual presentation was significantly lower especially in the segmentation than the other two tasks, there was no significant difference among sub-tasks under the auditory presentation. 5-year-old group showed significantly more ‘no response’ errors than 6-year-old group and 6-year-old group showed significantly more ‘phoneme substitution’ and ‘phoneme omission’ errors than 5-year-old group. Significantly more ‘phoneme omission’ errors were observed in the segmentation than the elision task, and significantly more ‘phoneme addition’ errors were observed in elision than the synthesis task. Lastly, there are positive correlations in auditory and visual synthesis tasks, auditory and visual elision tasks, and auditory and visual segmentation tasks. Summarizing the results, children tend to depend on orthographic knowledge when acquiring the initial phonemic awareness. Therefore, the result of this research would support the position that the orthographic knowledge affects the improvement of phonemic awareness.
Abstract
The phonemic awareness tasks (phonemic synthesis, phonemic elision, phonemic segmentation) by auditory presentation and visual presentation were conducted to 40 children who are 5 and 6 years old. The scores and error types in the sub-tasks by two presentations were compared to each other. Also, the correlation between the performances of phonemic awareness sub-tasks in two presentation conditions were examined. As a result, 6-year-old group showed significantly higher phonemic awareness scores than 5-year-old group. Both group showed significantly higher scores in visual presentation than auditory presentation. While the performance under the visual presentation was significantly lower especially in the segmentation than the other two tasks, there was no significant difference among sub-tasks under the auditory presentation. 5-year-old group showed significantly more ‘no response’ errors than 6-year-old group and 6-year-old group showed significantly more ‘phoneme substitution’ and ‘phoneme omission’ errors than 5-year-old group. Significantly more ‘phoneme omission’ errors were observed in the segmentation than the elision task, and significantly more ‘phoneme addition’ errors were observed in elision than the synthesis task. Lastly, there are positive correlations in auditory and visual synthesis tasks, auditory and visual elision tasks, and auditory and visual segmentation tasks. Summarizing the results, children tend to depend on orthographic knowledge when acquiring the initial phonemic awareness. Therefore, the result of this research would support the position that the orthographic knowledge affects the improvement of phonemic awareness.
참고문헌 (35)
- Adams, M. J., "Beginning to read : Thinking and learning about print" (1990), MIT Press
- Anthony, J. L., "Development of phonological awareness", Current Directions in Psychological Sciences, 14(5), pp.255~259 (2005)
- Baars, B., "Output editing for lexical status in artificially elicited slips of the tongue", Journal of Verbal Learning and Verbal Behavior, 14, pp.382~391 (1975)
- Brown, R. M., "An examination of visual and verbal coding processes in preschool children", Child Development, 48, pp.38~45 (1977)
- Castles, A., "Early orthographic influences on phonemic awareness tasks : Evidence from preschool training study", Journal of Experimental Child Psychology, 108, pp.203~210 (2011)
- Catts, H. W., "The relationship between speech-language impairments and reading disabilities", Journal of Speech, Language, and Hearing Research, 36(5), pp.948~958 (1993)
- 조문현, "유아의음소인식과 읽기 능력", 어린이미디어연구, 1, pp.119~135 (2002)
- Ellis, N. R., "Short-term memory for pictures and words by mentally retarded and nonretarded persons", American Journal of Mental Deficiency, 89, pp.622~630 (1985)
- Forster, K. I., "DMDX : A Windows display program with millisecond accuracy", Behavior Research Methods, Instruments, & Computers, 35(1), pp.116~124 (2003)
- Hogan, T. P., "The relationship between phonological awareness and reading : Implications for the assessment of phonological awareness", Language, Speech, and Hearing Services in Schools, 36(4), pp.285~293 (2005)
- 홍성인, "한국아동의 음운인식 발달", 석사, 언어병리학, pp.2001
- 홍성인, "한국아동의 음운인식발달", Communication Sciences and Disorders, 7(1), pp.49~64 (2002), 한국언어청각임상학회
- 제현순, "초기 문해력 기술들이 일반아동 및 지적장애아동의 1음절읽기 능력에 미치는 영향", 박사, 언어병리학협동과정, pp.2014
- Juel, C., "Learning to read and write : A longitudinal study of 54children from first through fourth grades", Journal of Educational Psychology, 80(4), pp.437~447 (1988)
- 김선정, "음운생략과제를 통한 5-6세 아동의 음운인식 발달 및 음운처리능력과의 상관도 연구", Communication Sciences and Disorders, 11(3), pp.16~28 (2006), 한국언어청각임상학회
- 김예지, "3-5세 유아의 음운인식능력과 쓰기능력과의 관계", 석사, 언어치료학, pp.2007
- 김영태, "그림자음검사를 이용한 취학전 아동의 자음정확도 연구", 언어청각장애연구, 1, pp.7~33 (1996)
- 김영태, "수용․표현 어휘력 검사(REVT)" (2009), 서울장애인종합복지관
- 김영태, "우리말 조음․음운평가(U-TAP)" (2004), 학지사
- 고연경, "3, 4세 유아의 음운 인식과 읽기 능력과의 관계", 석사, 교육학, pp.2002
- 이차숙, "한글의 특성에 따른 한글 해독 지도 방법 탐색", 유아교육연구, 23(1), pp.5~26 (2003), 한국유아교육학회
- 이숙, "일반아동의 음절·음절체·각운·음소의 발달 특성 - 4~6세 아동을 중심으로 -", 언어치료연구, 23(1), pp.127~156 (2014), 한국언어치료학회[DOI]
- Liberman, I. Y., "Explicit syllable and phoneme segmentation in the young child", Journal of Experimental Child Psychology, 18(2), pp.201~212 (1974)
- 임정연, "컴퓨터를 활용한 음운인식훈련이 취학 전 단순언어장애 아동의 음운인식능력에 미치는 효과", 석사, 언어치료, pp.2010
- Morais, J., "Does awareness of speech as a sequence of phone arise spontaneously?", Cognition, 7, pp.323~331 (1979)
- 나예주, "철자지식과 음운인식이 5〜8 세 일반아동의 단어 읽기와 단어 받아쓰기에 미치는 영향", 석사, pp.2014
- 박정윤, "음운인식 지도가 유치아동의 해독과 철자에 미치는 영향", 석사, 조기영어교육, pp.2009
- Perin, D., "Phonemic segmentation and spelling", British Journal of Psychology, 74(1), pp.129~144 (1983)
- Ruml, W., "Testing assumptions in computational theories of aphasia", Journal of Memory and Language, 43, pp.217~248 (2000)
- Ryner, K., "How psychological science informs the teaching and reading", Psychological Science in the Public Interest, 2(2), pp.31~74 (2001)
- 석동일, "음운인식 진단 평가 모형 개발", Communication Sciences and Disorders, 11(3), pp.29~46 (2006), 한국언어청각임상학회
- Treiman, R. A., "Speech recoding in silent reading : A comparison of chinese and english", Journal of Chinese Linguistics, 9(1), pp.116~125 (1981)
- Vloedgraven, J., "The nature of phonological awareness throughout the elementary grades : An item response theory perspective", Learning and Individual Differences, 19, pp.161~169 (2009)
- Wagstaff, J., "Irresistible sound-matching sheets and lessons that build phonemic awareness" (2001), Scholastic
- Whitehurst, G. J., "Child development and emergent literacy", Child Development, 69, pp.848~872 (1998)