또래 협력 학습이 학습장애아의 읽기·쓰기 능력과 자아 개념 향상에 미치는 효과 = (The) Effect of Cooperative Learning with a Peer on the Reading and Writing Ability and the Improvement of Self-concept in Learning Disabled Children

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of cooperative learning with a peer on the reading and writing ability and the improvement of self-concept in learning disabled children.
Learning strategy applied to this study was the cooperative learning composed of 4 superior children in the same school and grade. The procedures of the strategy were composed of the 3 main courses, such as 'reading basic words', 'direct teaching on reading comprehension', and 'writing and integrated language skills'. During executing cooperative learning, children's reading and writing abilities were compared one another by evaluating children's scores on reading and writing tests every session. The results of this study were as follows:
First, cooperative learning with a peer had an effect on reading ability of learning disabled children. All of 4 children kept high scores after the program. But a child, J didn't keep good scores in reading tests. This is because J didn't cooperate with other children. Each of them had a little difference in the degree of academic achievement according to their characters and abilities. But, as a whole, cooperative learning with a peer have an effect on reading abilities of learning disabled children.
Second, cooperative learning with a peer have an effect on writing ability of learning disabled children. All of 4 children kept high scores in writing after the program. Each of them had a little difference in the degree of academic achievement according to their characters and abilities. But, as a whole, cooperative learning with a peer have an effect on writing abilities of learning disabled children.
Finally, cooperative learning with a peer has an effect on the improvement of self-concept. This is based on the results measured by kwoun nak hyun's self-concept test. All of 4 children kept high scores in the improvement of self-concept after the program. Therefore, cooperative learning with a peer has an effect on the improvement of self-concept.
Some suggestions based on the conclusions of the study were as follows:
First, further studies need to have many subjects of the study and a long period of program, since the subjects of this study limited to 4 children and the program was given for a short period of time.
Second, this study evaluated the reading and writing ability of learning disabled children through different words and sentences. However, because the reading and writing ability is inter-related, further studies need to use a new means of test, such as the same words and sentences.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 협력 학습 = 5
• 2. 학습 장애 아동의 읽기·쓰기 능력 = 11
• 3. 자아 개념 = 16
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 연구 설계 = 21
• 3. 검사 도구 = 22
• 4. 연구 절차 = 24
• 5. 자료 처리 = 26
• Ⅳ. 연구 결과 및 논의 = 27
• 1. 또래 협력 학습이 읽기·쓰기 능력에 미치는 효과 = 27
• 2. 또래 협력 학습이 자아 개념에 미치는 효과 = 31
• Ⅴ. 결론 및 제언 = 33
• 1. 요약 및 결론 = 33
• 2. 제언 = 33
• 참고문헌 = 35
• 영문초록 = 38
• 부록 = 40