단순언어장애초등학생의 학습능력 및 사회성에 관한 연구 = (A)study of learning capability and sociality in elementary student with SLI

국문 초록 (Abstract)

본 연구는 단순언어장애초등학생의 학습능력 및 사회성을 알아보는 것을 목적으로 한다. 본 연구에서 다루는 연구문제는 구체적으로 첫째, 학년 차에 따라 일반초등학생과 단순언어장애초등학생의 학습능력(읽기 능력/쓰기능력/셈하기능력)에 차이가 있는가` 둘째, 학년 차에 따라 일반초등학생과 단순언어장애초등학생의 사회성(사회능력/ 문제행동)에 차이가 있는가? 셋째, 학습능력과 사회성 간에는 상관관계(단순언어장애초등학생집단내/일반초등학생집단내)가 있는가? 이다.
이에 따른 연구 대상은 부산·경남 지역에 소재하는 초등학교 저학년(1학년, 2학년, 3학년) 42명과 초등학교 고학년(4학년, 5학년, 6학년) 14명의 일반초등학생과 단순언어장애초등학생으로서, 단순언어장애초등학생은 (1) 소아정신과 의사나 1급 언어치료사로부터 단순언어장애초등학생들로서 (2) 발달장애, 감각장애, 정서장애, 조음기관의 구조적 장애 및 운동기능의 장애를 보이지 않으며 (3) 표준화된 지능검사의 비언어성 지능 검사점수가 85점 이상에 의한 기준에 의해 선별되었고, 일반초등학생집단은 언어발달에 전혀 문제를 보이지 않는 초등학생으로 단순언어장애초등학생의 지능지수와 생활연령을 각각 통제하여 동질화한 집단이다. 본 연구의 검사도구는 지능검사, 학습능력검사, 사회성검사도구로 나누어 지는데, 우선 지능검사는 대상아동을 선별하기 위해 사용되어졌다. 그리고 본 연구의 문제인 학습능력을 재기 위해 기초학습기능검사의 단어재인, 읽기이해, 철자재인 및 셈하기와 이선화(2006)의 작문능력 검사를 재구성한 글짓기능력 검사로 수행하였고, 본 연구의 사회성을 측정하기 위해 K-CBCL을 사용하여 사회 능력과 문제행동을 살펴보았다. 본 연구에 수집된 자료는 각 검사의 채점기준에 근거하여 점수화한 후 SAS 프로그램의 PROC TTEST와 PROC CORR를 이용하여 통계 처리하였다. 우선, 집단선별을 위해서 일반초등학생집단과 단순언어장애초등학생집단 간 독립 t검증을 실시하였고 검사 후 두 집단 간의 학습능력과 사회성의 차이를 파악하기 위하여 이원변량분석을 실시하였으며, 학습능력과 사회성 간의 관계를 파악하기 위하여 상관분석을 실시하였다. 단순언어장애초등학생의 학습능력과 사회성에 대해 일반초등학생과 비교하여 본 연구의 결과를 통하여 얻어진 결론은 다음과 같다.
첫째, 단순언어장애초등학생의 학습 능력은 읽기능력, 쓰기능력, 셈하기 능력에서 문제를 보임으로써 이를 기초로 하는 학습능력에서 뒤떨어짐을 알 수 있다.
둘째, 단순언어장애초등학생의 사회성에서도 문제를 보임을 알 수 있다. 단순언어장애초등학생들은 특히 일반초등학생에 비해 문제행동이 두드러지게 드러나는 경향이 있다. 이렇게 단순언어장애초등학생이 사회성에 문제를 보이는 것은 특히 화용론적 이해능력 결함을 포함한 심각한 화용론적 언어결함으로 인해 초래되는 결과로 사료된다.
셋째, 전체초등학생들의 학습능력과 사회성간에는 강한 상관관계가 있었다. 하지만 단순언어장애초등학생만의 학습능력과 사회성간에 관한 상관관계는 나타나지 않았고 단지 고학년 단순언어장애초등학생의 읽기능력과 사회성간의 상관관계가 나타났다. 이러한 본 연구결과는 단순언어장애초등학생집단의 학습능력과 사회성이 모두 떨어지기 때문에 모두 낮은 점수에 분포하여 단순언어장애초등학생의 상관관계는 두드러지게 나타나지 않은 것으로 사료된다.
요약해보면, 단순언어장애초등학생의 학습능력과 사회성은 문제를 보인다고 결론지을 수 있다. 본 연구의 결론을 통해 대상아동의 언어발달수준정도, 성별 그리고 언어치료를 받은 교육경력 및 부모의 SES 상황 그리고 지역별 상황을 고려한 후속연구와 학습능력 및 사회성에 대한 하위유형을 세분화한 후속연구뿐만 아니라 후기 학령기를 포함한 성인기까지 포함된 연구가 이루어지기를 제언한다. 이를 위해서는 단순언어장애아동의 언어적 특성이 어떠한 변화를 가지는가에 대한 연구가 우선 뒤따라야 할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the learning capability and the sociality of the elementary student with SLI.
To be more specific, the main topics are as follows.
First, the difference in learning capability (reading, writing, basic mathematics ability) between the student group with SLI and the general student group of the same chronological age as the former.
Second, the difference in sociality between two groups.
Third, the interrelation of learning capability and sociality in two groups.
The subject matters are the children with SLI and the general children of elementary school students in 42 lower grades ( 1st, 2nd and 3rd grade) and in 14 higher grades ( 4th, 5th and 6th grade).
The research test tools of intelligence, learning capability, and sociality prove the subject matters to be the student with SLI by pediatric psychiatrist or certified speech therapist, and the general children without the experience of speech disorder and share the same intelligence quotient, gender, and chronological age by t-verification with the former group.
The data were collected by individual testing and done in statistics by PROC TTEST of SAS program and PROC CORR of SAS program. Above all, independent t-test was executed for the group sorting, between the general student group and the student group who with SLI.
After the test, Two-way ANOVA was executed between the two groups for the difference in the studies ability and the sociality.
Correlation analysis was executed to apprehend the relationship between the studies accomplishment and the sociality.
Results of this study were as follows:
Firstly, a significant difference existed, as regards to learning capability (reading ability, writing ability, and basic mathematics ability), between the students with SLI and the general students whose chronological age are of the same as the former.
Secondly, a significant difference existed, as regards to sociality, between two groups.
Thirdly, a static interrelation didn't exist in learning capability and the sociality of two groups.
In conclusion, the result of study shows that poorer performance of the elementary student with SLI on the learning capability test and the sociality test reflect their poor learning capability and poor the sociality.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 용어 정의 = 6
• 4. 연구의 제한점 = 8
• Ⅱ. 이론적 배경 = 9
• 1. 단순언어장애의 정의 = 9
• 2. 단순언어장애아동의 언어적 특성 = 12
• 3. 단순언어장애아동의 학습능력 = 24
• 4. 단순언어장애아동의 사회성 = 35
• Ⅲ. 연구방법 = 46
• 1. 연구대상 = 46
• 2. 연구도구 = 47
• 3. 연구절차 = 53
• 4. 자료처리 = 55
• Ⅳ. 연구결과 = 56
• 1. 학습능력에 대한 연구결과 = 56
• 2. 사회성에 대한 연구결과 = 75
• 3. 학습능력과 사회성 간의 상관관계에 대한 연구결과 = 78
• Ⅴ. 논의 = 84
• 1. 연구방법에 대한 논의 = 84
• 2. 연구결과에 대한 논의 = 86
• Ⅵ. 결론 및 제언 = 102
• 1. 결론 = 102
• 2. 제언 = 105
• 참고문헌 = 107
• 부록 = 132
• Abstract = 137
• 국문초록 = 139

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134. 워드프로세서를 이용한 쓰기 표현 교수가 초등학교 고학년 쓰기 표현 장애 학생의 쓰기 표현력에 미치는효과, 심정와, 이화여자대학교 교육대학원, , 1998

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