학습장애아의 인지적 특성에 대한 탐색과 의의 = The Significance and Search on the Cognitive Characteristics of the Children with Learning Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study is to suggest a task to improve practical instruction and identify the children with learning disabilities based on the review of the article (from home and abroad) concerning the cognitive characteristics of the children with learning disabilities which is essential in selecting instruction, identifying and diagnosing of the children with learning disabilities. The result of the review showed that individual intelligence test which has been essentially used in identifying the children with learning disabilities wasn``t suitable to understand cognitive characteristics of the children with learning disabilities. Therefore I suggest that we should have different standardized achievement test and suitable intelligence test to judge educational needs and cognitive deficit. Moreover we found that cognitive processing deficit of the children with learning disabilities caused academic difficulty in neurosychological approach. In this respect, we need to apply the cognitive characteristics we found to the identification and diagnosis of the children with learning disabilities. I also suggest that we need the application and development of the instructional program which can cure the children with learning disabilities based on the cognitive deficits.

참고문헌 (Reference)

1 "학습장애의 정의와 진단적 평가기준의 법적 규정을 위한 대안 탐색" 3-28, 2006

2 "학습장애아동의 학습유형에 따른 인지특성 분석 연구 KEDI -WISC 프로화일을 중심으로" 13 (13): 51-80, 1996

3 "초등학교 학습장애 아동의 인지특성 및 성격특성 분석" 9 : 101-118, 1995

4 "Working memory in learning disability subgroups" 56 : 87-114, 1993

5 "Wechsler Intelligence Scale for Children-Third Edition" 1991

6 "WISC-III profile for children with and without Learning Disabilities" 35 (35): 309-316, 1998

7 "Understanding and solving arithmetic word problem" 92 : 109-129, 1985

8 "The neurobiology and neuropsychology of adult learning disorders" 25 : 488-506, 1992

9 "The development of working memory in normally achieving and subtypes of learning disabled children" 973-980, 1989

10 "The WISC-R and learning disabilities assessment:State of the art" 14 : 1981

11 "The Relationships between Phonological Sensitivity, Syntactic Processing, and Verbal Working Memory in the Reading Performance of Third-Grade Children" 63 (63): 563-582, 1996

12 "The Influence of an Orienting Task on the Memory Performance of Children with Reading Problems Journal of Learning Disabilities" 396-401, 1979

13 "The Influence of Encoding and Strategic Knowledge on Children's Choices among Serial Recall Strategies" 931-941, 1990

14 "The Efficacy of a Mnemonic Technique for Learning Disabled and Nondisabled Adolescents Journal of Learning Disabilities" 237-41, 1986

15 "The Effect of Focusing on the Cognitive Processes of Learning Disabled Children Journal of Learning Disabilities" 143-147, 1980

16 "Storage and retrieval loci of disabled/non-disabled differences Handbook of cognitive and neuropsychological aspects of learning disabilities" In Ceci LEA Publishers 1986

17 "Special Education for the Twenty-First Century Journal of Learning Disabilities" 392-98, 1993

18 "Significance of verbalperformance discrepancies for subtypes of children with learning disabilities: Opportunities for the WISC-III" Academic Press 139-156, 1998

19 "Short-term memory processes in children with reading and arithmetic learning disabilities" 1984200-207

20 "Scatter analysis of WISC-R profiles for learning disabled children with superior intelligence" 14 : 400-404, 1981

21 "Responsiveness to intervention: An alternative approach to the identification of learning disabilities" Mahwah 2002

22 "Relevance of WISC-III indicators for assessment of learning disabilities" 14 : 320-333, 1996

23 "Problem complexity and the transfer of strategies in computer-presented problems" 20 : 13-28, 1983

24 "Nonverbal learning disabilities:The syndrome and the model" Guilford 1989

25 "Neuropsychological subtypes of Learning disabled children who exhibit the ACID pattern on the WISC Neuropsychology of learning disabilities Essentials of subtype analysis" The Guilford Press 65-88, 1985

26 "Neuropsychological Aspects for Evaluating Learning Disabilities" 38 (38): 563-568, 2005

27 "Neuropsychological Aspects for Evaluating Learning Disabilities" 38 (38): 563-568, 2005

28 "Memory for verbal and nonverbal stimuli in learning disability subgroup:Analysis by selective reminding" 40 : 244-259, 1985

29 "Learning-disabled readers' working memory as a function of processing demands" 61 : 242-275, 1996

30 "K-WISC-Ⅲ에 나타난 읽기장애아의 인지 특성" 2002

31 "K-WISC Profile을 통한 학습장애아의 인지특성분석 인문과학연구소" 성균관대학교 17 : 1988

32 "Intelligent testing with the WISC-III" John Wiley & Sons 1994

33 "Information processing deficits in children with learning disabilities" 16 : 599-605, 1983

34 "IQ-Discrepancy Definitions and the Diagnosis of LD" 36 (36): 2-3, 2003

35 "How the special needs brain learns" Corwin Press 2001

36 "Handbook of psychological educational assessment of children" The Guilford Press 1990

37 "Factor structure of the WISC-III for students with Learning Disabilities" 14 : 32-40, 1996

38 "Diagnostic Utility of the Number of WISC-III Subtests Deviating from Mean Performance among Students with Learning Disabilities" 37 (37): 303-309, 2000

39 "Diagnosing learning disorders:A neuropsychological framework" Guilford Press 1991

40 "Decoding and sight-word naming" 11 (11): 89-127, 1999

41 "Counting knowledge and skill in cognitive addition A comparison of normal and mathematically disabled children Journal of Experimental Child Psychology" 372-391, 1992

42 "Cognitive Functioning as Measured by the WISC-R" 36 (36): 48-58, 2003

43 "Child neuropsychology: Assessment and interventions for neurodevelopmental disorders" Allyn & Bacon 193-200, 1997

44 "Changing Relations between Phonological Processing Abilities and Word-Level Reading as Children Develop from Beginning to Skilled Readers" 33 (33): 468-479, 1997

45 "Assessment of children's intelligence and special abilities" 1982

46 "Are Working Memory Deficits in Readers with Learning Disabilities Hard to Change" 33 : 551-566, 2000

47 "And Others Influence of Intelligence on Memory Development" 100 (100): 468-480, 1996

48 "An investigation of the role of working memory in procedural skill acquisition Journal of Experimental Psychology" 319-331, 1988

49 "Academic achievement and Attention-Deficit/Hyperactivity Disorder in children with left-or right-hemisphere dysfunction" 28 : 35-43, 1995

50 "A short longitudinal study of strategy choice and speed of processing differences in normal and mathematically disabled children" 787-797, 1991

51 "A note on recategorization of the WISC scaled scores Journal of Learning Disabilities" diag (diag): 272-273, 1974

52 "A neurosychological approach to the Bannatyne recategorization of the Wechsler Intelligence Scale in adults with learning disabilities Journal of Learning Disabilities" 65-72, 1993

53 "A diagnostic procedure based on reading component model" Kluwer Academic Publishers 207-219, 1999

54 "A comparison of language deficits in learning-disabled Results from an abbreviated aphasia screening test Journal of Clinical Psychology" and (and): 310-315, 1990

55 "A Comparison of WAIS-R Profiles of nondisabled College freshmen and College students with Learning Disabilities Journal of Learning Disabilities" 632-636, 1988

56 "'Validity of IQ-Achievement Discrepancy Criteria for Identifying Learning Disabilities' Canadian Journal of School Psychology" 1993181-191