학령기 단순언어장애아동의 이야기 이해특성 = Story Comprehension Abilities in School-Age Children with Specific Language Impairment

국문 초록 (Abstract)

본 연구는 학령기 단순언어장애아동(이하, SLI)의 이야기 이해 결함의 특성을 고찰해봄으로써 이들을 위한 효율적인 이야기 중재방향을 모색하기 위해 고안되었다. 이를 위해 6;9 - 8;11세의 학령기 SLI 아동 15명, 이들과 언어연령을 일치시킨 정상발달아동 15명(LA- M) 및 생활연령을 일치시킨 정상발달아동 15명(CA-M)을 대상으로 4가지의 이야기를 들려주고 그 이야기에 대한 이해능력을 검사하였다. 이때 이해과제는 사실적 정보(literal information, LI), 텍스트 연결추론(text-connecting inference, TC) 및 빠진 정보추론(gap-filling inference, GF)의 세 가지 과제로 구성하였다. 연구결과, 세 집단 모두 LI, TC 및 GF의 순으로 높은 수행을 보였으며, SLI 집단은 두 통제집단보다 낮은 이해수준을 나타냈다. 집단간 분석결과 SLI 아동은 LA-M 집단보다 TC 및 GF과제에서는 열등하였으나 LI에서는 차이를 보이지 않았다. 특히 SLI 아동은 TC과제에서 두 통제집단보다 상대적으로 어려움을 나타냈다. 또한 이해과제에 대한 오류 분석결과, 모든 집단에서 추론 오류유형의 빈도가 가장 높았으며, 이해수준이 높을수록 추론 오류유형 및 질문범위 오류유형의 집단내 비율이 높게 나타났다. 질문이해 오류 및 엉뚱한 대답 오류는 SLI 아동에게 특징적으로 나타났다. 이를 통해 SLI 아동의 이해특성과 관련된 추론과정의 문제점 및 중재방향에 대하여 논의하였다.

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to identify the characteristics of story comprehension of school-age children with specific language impairment(SLI). Forty-five children participated in this study: 15 children with SLI aged 6;9 - 8;11, 15 normal children matched by their chronological-age (CA controls) and 15 normal children matched by their language-age(LA controls). Three comprehension tasks were used: the literal information task(LI), the text-connecting inference task (TC), and the gap-filling inference task(GF). Each child was asked to perform the comprehension task after they had heard a story by the experimenter. Four stories were used to each child and the order of presentation was counterbalanced among the participants. The results of the present study were as following: First, all three groups showed the highest performance in the LI task and the lowest performance in the GF task. Compared to their CA controls, the SLI group demonstrated significantly inferior performance in all three comprehension tasks. In comparison with the LA controls, the SLI group showed significantly lower performance in the TC and GF tasks, but no group differences in the LI task. In the results of intragroup analysis, the SLI group and the LA controls showed different abilities in all three tasks, but the CA control group showed a difference only between TC and GF tasks. Second, error type analysis of the comprehension tasks showed that all groups produced more ‘inference errors’ than any other error types. Overall, ‘inference errors’ and ‘question scope errors’ were shown more in SLI, LA controls, and CA controls, in order, while ‘understanding errors,’ ‘odd response,’ and ‘don’t know response’ were shown in reverse order.

목차 (Table of Contents)

• I. 서론
• II. 연구방법
• Ⅲ. 연구결과
• Ⅳ. 논의 및 결론

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