다시 말하기와 이야기 구성도의 병행교수가 읽기학습장애 아동의 독해력 및 읽기 태도에 미치는 효과

다국어 초록 (Multilingual Abstract)

The education of the modern society which scientific technology and the industries have highly developed is communicated and exchanged by the letters. The communication skill in the school education is mainly done by the speech and the letters and especially reading in the each grade instruction-learning process in the elementary school becomes the foundation that every learning can be made. Reading is one of the basic courses as a part of the Korean language subject and represents the useful tool for the daily life. Retelling and the Story mapping as a part of the meta-cognitive method become powerful to have the learner participate in the learning actively.
This study is to know about the effect of parallel instruction of retelling and story mapping techniques on the reading comprehension and attitudes of children with reading disabilities. Therefore, we collected 12 students first among the 5th grade students who are suitable for the selection standard of reading disabilities students in elementary school located in C-city, Kyungnam province, pre and after research and maintenance research were planned after allocated each 6 students in experiment group and control group considering every student's trait. Before implementing the parallel instruction of retelling and story mapping techniques, the identities of the two groups were ensured after verifying trait variables, reading comprehension and reading attitudes.
The experiment was 5 times every week(40 minutes per class), a total of 40 times by taking advantage of the after-school activities after they finish their regular class and the students in experiment group were restricted any other activities during the experiment. The progress of activities in each session of parallel instruction of retelling and story mapping was represented warming-up stage, reading activity stage, warming-up stage including wrap-up stage(5 minutes), reading activities stage including stage 1-stage 4(25 minutes), conclusion stage which wraps up the contents(10 minutes) in every session. The result of the experiment has done by using SPSS program and according to the Cronbach's a verification and the matters of the study, Mann-Whitney U was used to verify the reliability of implementation. Based on the result of the analysis, the conclusion of this study is as follows:
First, the parallel instruction of retelling and story mapping in this study is effective in the improvement of the reading comprehension of the students with reading disabilities.
Second, the parallel instruction of retelling and story mapping is also effective in the reading attitudes students with reading disabilities.
The strategy of the parallel instruction of retelling and story mapping has positive influence on their reading comprehension and the attitudes among the students with reading disabilities who are relatively shorter than the normal students.
Therefore, reading comprehension and the attitudes of the students with reading disabilities will be very improved if the parallel instruction of retelling and story mapping is settled by using multisensory methods to stimulate their interests because they have lower interests than those of the normal students about the reading rather than implementing only one method.

목차 (Table of Contents)

• I.서론 = 1
• 1.연구의 필요성 및 목적 = 1
• 2.연구문제 = 3
• II.이론적 배경 = 4
• 1.읽기학습장애아동의 읽기특성 = 4
• 2.읽기학습장애아동의 독해지도 및 태도 = 7
• 3.다시 말하기와 이야기 구성도 = 17
• 4.선행연구 = 27
• III.연구 방법 = 32
• 1.연구 대상 = 32
• 2.연구 설계 = 35
• 3.연구 도구 = 35
• 4.연구 절차 = 39
• 5.자료 처리 = 43
• Ⅳ.연구 결과 및 논의 = 45
• 1.독해력에 미치는 효과 = 45
• 2.읽기 태도에 미치는 효과 = 47
• 3.논의 = 49
• Ⅴ.결론 및 제언 = 52
• 1.요약 및 결론 = 52
• 2.제언 = 53
• 참고 문헌 = 54
• 영문 초록 = 67
• 부록 = 70