학령기 ADHD 아동의 읽기이해 관련 변인 : 음독, 읽기유창성, 어휘, 구문, 기억을 중심으로

국문 초록 (Abstract)

본 연구의 목적은 초등학교 3-5학년 ADHD 아동과 일반아동의 읽기이해능력 관련 변인인 음독, 읽기유창성, 어휘, 구문, 기억의 수행능력 및 읽기이해능력을 알아보고, 각 집단의 읽기이해능력을 가장 잘 예측해주는 변인이 무엇인지 알아보는 것이었다.
연구대상은 초등학교 3-5학년 ADHD 아동 25명과 동일한 생활연령의 일반아동 25명으로서 총 50명이었다. ADHD 아동은 소아 정신과 전문의로부터 ADHD로 진단받은 아동이었으며, 일반아동은 부모 및 교사 보고를 통하여 ADHD 성향 없음이 확인된 아동이었다. 두 집단은 표준화된 언어검사인 REVT 검사 점수와 지능이 정상범주에 있었고, 두 검사의 수행 평균 점수에서 집단간 유의미한 차이가 없었다.
본 연구의 실험 과제는 읽기이해 관련된 변인인 음독, 읽기유창성, 어휘, 구문 및 기억과제와 읽기이해과제로 구성되었다. 음독 과제는 단어 및 간단한 문장을 보고 정확히 읽는 과제로서 기초학력검사(읽기)의 음독 소검사를 통해 평가하였다. 읽기유창성 과제는 1분 동안 주어진 단락글을 정확하게 최대한 빨리 읽는 능력을 평가하는 과제이었다. 어휘는 단어유추과제를, 구문은 문장구성과제와 문장따라말하기 과제를 실시하였다. 기억능력은 단기기억, 숫자 작업기억, 언어성 작업기억 과제를 실시하였다. 읽기이해 능력 비교를 위하여 기초학력검사(읽기)의 짧은글 이해 소검사를 수행하였다.
두 집단의 음독, 읽기유창성, 어휘, 구문, 기억, 읽기이해 과제의 수행 능력을 비교하기 위하여 중다변량분석(MANOVA)를 실시하였다. 또한 각 변인들과 읽기이해능력간의 상관을 알아보기 위하여 집단 별로 Pearson 상관분석을 실시하고, 집단 별로 읽기이해 능력을 가장 잘 예측해주는 변인을 알아보기 위하여 단계별 중다회귀분석(stepwise multiple regression)을 실시하였다.
연구 결과를 요약하면 다음과 같다.
첫째, MANOVA 분석 결과, 음독, 읽기유창성, 단어유추, 문장구성, 문장따라말하기, 단기기억, 숫자 작업기억, 언어성 작업기억, 읽기이해의 선형조합에 대한 집단의 주효과가 통계적으로 유의하였다(Wilks' Lambda = .580, F(9, 40))= 3.214, p < .05). 과제별 수행을 살펴보면 ADHD 아동은 읽기유창성, 숫자작업기억, 언어성 작업기억, 문장구성, 문장따라말하기, 읽기이해에 있어 일반아동에 비하여 통계적으로 유의미하게 저조한 수행을 보였다. 다시 말하면 ADHD 아동은 음독, 단기기억, 단어유추 과제에서만 일반 아동과 비슷한 수행을 나타냈다.
둘째, 일반학생의 읽기이해능력은 단기기억, 언어성 작업기억, 단어유추, 문장따라말하기, 읽기유창성과 유의미한 상관을 보였다. 반면 ADHD 아동의 읽기이해능력은 단어유추, 문장구성, 음독, 읽기유창성에서 유의미한 상관을 보였다. 이상의 상관분석 결과를 바탕으로 단계별 중다회귀분석을 실시하였다. 그 결과 일반아동은 단어유추(R2=36.4%)가 유의한 예측변인으로 나타났고, ADHD 아동의 읽기이해 능력 예측변인으로는 읽기유창성, 음독, 단어유추의 3개 변인이 유의하였다(R2=53.1%).
본 연구를 통하여 초등학교 3-5학년 ADHD 아동은 또래 일반아동과 비교하여 비슷한 지능수준에 있다 할지라도 읽기이해능력에서 저조한 수행을 보이고 있으며, 읽기이해관련변인인 읽기유창성, 구문인식, 작업기억에서 수행능력이 낮음을 확인할 수 있었다. 또한 ADHD 아동의 읽기이해능력을 예측하는 변인 역시 일반아동과 차이가 있음을 확인 할 수 있었다. 따라서 ADHD 아동의 진단에 있어서 자칫 간과 될 수 있는 읽기 및 언어적인 요소가 반드시 포함되어야 할 것이며, ADHD 아동의 읽기이해능력 향상을 위하여 어휘지식 뿐만 아니라 읽기유창성 또한 함께 강조되어야 할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was (1) to investigate the comparison between performance of school-aged children with Attention Deficit Hyperactivity Disorders (ADHD) and typically developing children on a set of variables related reading comprehension(reading, language, memory)
tasks, (2) to identify the best predictor of reading comprehension for each group.
Twenty-fifth ADHD children and twenty-fifth typically developing children participated in this study. All Fifty children were in the third to fifth grader of elementary schools. And all Fifty children were in normal range of IQ and without language impairment.
They were given tasks testing set of variables related reading comprehension : decoding tasks, reading fluency test, analogical reasoning tasks, syntactic awareness task, sentence repetition task and memory task.
The memory tasks tapped three different types of memory : Short-term 85 - memory, digit working memory and verbal working memory. They also were tested text level reading comprehension test for the reading
comprehension performance.
For data analysis, a multivariate analysis of variance(MANOVA) was carried out to explore group differences across decoding skill, reading fluency, analogical reasoning, syntactic awareness, sentence repetition,
memory(short-term, digit working memory and verbal working memory), and reading comprehension. To identify the best predictor of reading comprehension for each group, a Pearson correlate analysis and stepwise
multiple regression were carried out.
The results of this study were as follows:
The MANOVA revealed a significant effect of group, children with ADHD performing more poorly than typically developing children on the combined dependent variables(Wilks' Lambda = .580, F(9, 40) = 3.214, p < .05).
In the follow-up univariate anaylses, significant differences between the two groups were noted in the reading fluency, syntactic awareness, sentence repetition, digit working memory, verbal working memory and reading comprehension.
In Correlation analysis, on the data from typically developing children, their reading comprehension scores were significantly correlated with five independent measures : short-term memory, verbal working memory,
analogical reasoning, sentence repetition and reading fluency. ADHD children's reading comprehension scores were significantly correlated with four independent measures : analogical reasoning, syntactic awareness,
decoding and reading fluency.
The stepwise multiple regression indicated that the best predictor of reading comprehension for typically developing children was analogical reasoning(R2=36.4%). And the best predictors of reading comprehension of children with ADHD were reading fluency, decoding and analogical reasoning(R2=53.1%).

key words: ADHD, reading comprehension, variables related reading comprehsion.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어정의 5
• Ⅱ. 이론적 배경 7
• 1. 주의력결핍 과잉행동장애 7
• 2. ADHD 아동의 읽기 8
• 3. ADHD 아동의 언어 10
• 4. ADHD 아동의 작업기억 12
• 5. 읽기이해 관련 변인 : 음독, 읽기유창성 14
• 6. 읽기이해 관련 변인 : 언어 16
• 7. 읽기이해 관련 변인 : 기억 20
• Ⅲ. 연구 방법 23
• 1. 연구대상 23
• 2. 기초 검사 도구 24
• 3. 본 검사 도구 25
• 4. 연구 절차 32
• 5. 자료 분석 33
• 6. 자료 처리 37
• Ⅳ. 연구 결과 38
• 1. ADHD 아동과 일반 아동의 과제별 수행 능력 38
• 2. ADHD 아동과 일반 아동의 읽기이해능력 예측 변인 40
• Ⅴ. 논의 및 결론 43
• 1. ADHD 아동과 일반 아동의 읽기이해관련변인 수행 차이 43
• 2. ADHD 아동과 일반 아동의 읽기이해능력 예측 변인 49
• 3. 연구의 의의 51
• 4. 연구의 제한점 및 제언 51
• 참고문헌 53
• 부록 66
• Abstract 84

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