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윤혜련(Hea Ryun Yoon),김영태(Young Tae Kim) 한국언어청각임상학회 2004 Communication Sciences and Disorders Vol.9 No.1
The present study was designed to investigate the gender differences in language development of Korean infants. The SELSI was conducted to 938 infants aged 4- to 32-months who are selected in 6 different geographic regions in Korea. The SELSI is a language assessment tool which is impartial to gender difference. Data were analyzed in terms of 5 developmental stages (i. e. 4-9 months, 10-15 months, 16-21 months, 22-26 months, and 27-32 months) and the participants’ subgroups based judged by their performance (i. e. high-, middle-, and low-performance group). Results of the study indicated that gender differences started to show from 16 months of age in the expressive language, while no differences were found in the receptive language. That is, the female infants who were older than 16 months showed significantly superior expressive language skills compared to the male infants. When the data were analyzed based on the participants’ performance level, the low-performance group included more male than female infants, as has been expected. Moreover, it was noted that the low-performance male group showed more imbalance between the expressive and receptive language skills than the low-performance female group. 본 연구는 만 3세 이하의 영ㆍ유아들이 언어발달을 하는 과정에서 성별에 따라 수용언어 및 표현언어발달 각각에 어떤 특성을 보이고 있는지에 대해 알아보았다. 이를 위해 생후 4개월부터 32개월까지의 장애를 가지지 않은 영ㆍ유아 938명을 대상으로 영ㆍ유아 언어발달검사(SELSI)의 표준화 과정에서 수집된 검사자료를 사용하여 분석하였다. 이 때 1차 표준화작업을 통해 성차가 있는 것으로 판별된 개별문항을 제거한 후 선정된 최종 검사문항은 수용 및 표현언어영역 각각 56문항씩으로 구성되어 있다. 자료분석 결과, 수용언어에서는 전 연령단계에서 성차가 나타나지 않았으나, 표현언어에서는 생후 16개월이후부터 남아의 발달점수가 여아보다 낮음으로써 뚜렷한 성차를 보였다. 또한 전반적으로 표현 및 수용언어 모두에서 상위점수를 받은 경우는 여아가 남아보다 많았으며, 반면에 남아의 경우에는 하위점수를 받은 경우가 많은 것으로 밝혀졌다. 더욱이 언어발달이 늦는 하위집단의 집단내 특성을 살펴본 결과, 남아의 경우는 특히 표현언어에서만 낮은 점수를 보임으로써 수용 및 표현언어발달 간에 불균형을 나타내어 여아와는 다른 특성을 보여주었다.
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윤혜련(Hea Ryun Yoon),황민아(Min A Hwang),신명선(Myung Sun Shin),권순복(Soon Bok Kwon),김수진(Soo-Jin Kim),배소영(So Yeong Pae) 한국언어치료학회 2010 言語治療硏究 Vol.19 No.2
This study was conducted to identify the appropriate and necessary conditions for a speech pathology certification system in a department of speech therapy by collecting and analyzing data from relevant graduate schools, undergraduate schools and colleges through which speech pathologists are trained and reviewing treatment examples in other countries, while focusing on data from domestic departments of speech therapy and the educational environment. The research was carried out by first examining the actual educational situationincluding educational facilities and equipment, student evaluation systems, and information on relevant professors, and then, by suggesting the conditions for the most appropriate evaluation on the educational environment to cultivate outstanding speech pathologists. Research subjects were 23 schools in total, which granted our request for data on the educational environment for 2007. Regarding educational facilities and equipment, universities which had undergraduate schools and graduate schools were equipped with clinical laboratories and experimental laboratories, while universities which had only graduate schools rarely had clinical and experimental laboratories. Universities also differed in the condition of their experimental and practice equipment; the equipment they had was mostly instruments for voice analysis. Regarding the evaluation of students, universities which had relevant departments maintained 90% or higher rate in the recruitment and enrollment rate. Regarding the passing rate for the relevant qualification examination, around 40% was the prevailing percentage. Also, the employment rate for graduates from the relevant departments was 80% or higher,and thus, it can be said that most of the graduates can be employed in relevant occupations. Regarding professors, the number of full-time speech pathology professors was somewhat small. In fact, five universities with colleges and graduate schools, had no full-time professors who majored in speech language pathology.Finally, in respect of suggesting the conditions for the appropriate evaluation system on the educational environment, we would like to suggest the evaluation percentage to be 30% for educational facilities and equipment, 30% for student evaluation, and 40% for professor evaluation.
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