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안솔,김우리 한국발달장애학회 2023 발달장애연구 Vol.27 No.3
The purpose of this study was to examine the research trends related to book-reading interventions for developmental disabilities. We also analyzed the characteristics of book-reading interventions and their effects based on intervention types. A total of 20 studies were selected based on the criteria for literature selection, and content analysis was conducted. The results on the overall research trends revealed that studies has been consistently conducted from 2002 to the present. Among these, 17 studies employed single-subject designs while three studies utilized quasi-experimental designs. The subjects’ age and grade exhibited a wide range, spanning from 47 months to the third grade of high school. Dependent variables were categorized into phonemic awareness, word recognition, vocabulary, fluency, story recall and composition, reading comprehension, and others, and the majority of dependent measures were developed by the researchers. Second, the analysis of intervention characteristics indicated that majority of book-reading interventions employed specific strategies, and the frequently used reading methods were teacher-led reading and multiple strategic reading. Intervention types used in most studies were explicit and implicit approaches. Additionally, books used for interventions were predominantly adapted picture storybooks with adjusted difficulty levels tailoring to the characteristics of students with developmental disabilities. Third, the analysis of effects based on intervention types showed that explicit approaches had higher effects on phonemic awareness, word recognition, vocabulary, fluency, and story recall and composition. Reading comprehension showed varied effect sizes, emphasizing the importance of the instructional strategies more than the intervention approach. Meanwhile, book-reading interventions were effective in improving spelling knowledge, academic attitudes, social behavior, and self-esteem regardless of the intervention approach. In conclusion, book-reading interventions were applied across a range of areas, including academic performance and attitudes. Overall, those interventions have proven effective regardless of the specific dependent variables.
책읽기를 활용한 어휘교수가 지적장애 학생의 어휘, 읽기이해 및 작문 능력에 미치는 효과
안솔,김우리 이화여자대학교 특수교육연구소 2024 특수교육 Vol.23 No.2
연구목적: 책읽기를 활용한 어휘교수가 지적장애 학생의 어휘, 읽기이해 및 작문 능력에 미치는 효과를 살펴보는 것이다. 연구방법: 연구 대상은 초등학교 3~6학년에 재학 중인 지적장애 학생 24명이며, 실험집단(n = 11)과 비교집단(n = 13)에 학급단위로 무선할당하였다. 사전-사후 통제집단 실험설계를 사용하였으며, 대상아동의 어휘, 읽기이해, 작문 검사를 중재 전과 후에 실시하였다. 중재는 4주 동안 총 16회기로 구성되었다. 실험집단은 수업 시간에 책읽기를 활용한 어휘교수가 이루어졌으며, 비교집단은 관련된 교수 없이 수정된 공통교육과정으로 수업이 이루어졌다. 중재 효과를 분석하기 위해 두 집단의 사후 검사 결과를 이용하여 비모수 검정인 Mann-Whitney U test를 실시하였다. 연구결과: 어휘와 작문 검사에서 두 집단 간 유의미한 차이가 있었다. 책읽기를 활용한 어휘교수를 제공한 실험집단의 어휘와 작문 점수가 높았다. 그러나 읽기이해에서는 두 집단 간 유의미한 차이가 없었다. 결론: 책읽기를 활용한 어휘교수는 지적장애 학생들의 읽기와 쓰기 학습을 위한 교육 방법을 개발하는데 기초가 될 수 있다. Purpose: To examine effects of vocabulary instruction through book-reading on vocabulary, reading comprehension, and written expression abilities of students with intellectual disabilities. Method: A total of 24 students with intellectual disabilities from grades 3 to 6 in elementary schools were randomly assigned into an experimental group (n = 11) and a control group (n = 13) by a classroom unit. A pretest-posttest control group design was utilized. Vocabulary, reading comprehension, and written expression tests were administered before and after the intervention. The intervention comprised 16 sessions over four weeks. The experimental group received vocabulary instruction through book-reading during their classes, while the control group received standard instruction without any book-reading-related intervention. The Mann-Whitney U test, a non-parametric test, was used to analyze intervention effects based on post-test results of the two groups. Results: There were significant differences in vocabulary and written expression test scores between the two groups. The experimental group, which received vocabulary instruction through book-reading, achieved higher scores in both vocabulary and written expression tests. However, there was no significant difference in reading comprehension test score between the two groups. Conclusion: Vocabulary instruction through book-reading can serve as a foundation for developing instructional strategies to enhance reading and writing skills for students with intellectual disabilities.
메밀의 조직별 루틴분해효소 활성과 종실의 가열처리에 의한 효소 활성 억제
안솔,이창민,Daniel Hailegiorgis Haile,윤성중 한국약용작물학회 2019 한국약용작물학회지 Vol.27 No.2
Background: Rutin is decomposed by rutin-degrading enzymes (RDE) during the processing of buckwheat groats, resulting in a decrease in rutin content and a further increase in the bitterness of processed products. Thus, the present study aimed to examine RDE activity in groats and various tissues of domestic buckwheat varieties and to develop a method to reduce the loss of rutin during the groat processing. Methods and Results: RDE activity and isozymes patterns were determined in Tartary and common buckwheat. RDE activity, measured by quercetin production rate, was 273 and 70 ㎍/g fresh weight/min in mature Tartary and common buckwheat groats, respectively. A total of six RDE isozymes were detected in mature groats of Tartary buckwheat on a non-denaturing gel. In Tartary buckwheat groats, RDE activity decreased by approximately 81 or 71% with roasting or steaming for 5 min respectively. As the roasting or steaming time increased to 30 min, RDE activity decreased by over 95%. These results indicated that RDE was inactivated in groats by roasting or steaming. When untreated Tartary buckwheat groats were kneaded with powder, RDE was activated and the quercetin production rate increased by 62%. However, when roasted groats were kneaded with powder, the quercetin production rate decreased by 93%, mainly due mainly to inactivation of RDE, as indicated by a decrease in band intensities of the six isozymes. Conclusions: These results suggested that the loss of rutin, due to RDE activity during processing, may be reduced by 71 to 100% by roasting or steaming groats for 5 to 30 min, due in large part to the inactivation of RDE isozymes.