PREP의 연속적처리훈련이 경도정신지체아의 단어재인능력에 미치는 효과 = (A) study on the effect of PREP's successive processing training on Word Recognition for Mild MR

국문 초록 (Abstract)

본 연구는 정신지체아의 단어재인에 필요한 주된 인지처리과정기능이 연속적처리기능이라는 선행연구에 의하였다. PASS이론에 근거한 인지처리과정을 향상시키는 PREP의 연속적처리훈련을 중재프로그램으로 하여 단어재인능력과 관련된 의사단어 및 문장 읽기능력에 미치는 효과를 검증하는 것이 목적이다. 초등학교에 재학 중인 3명의 경도정신지체아를 연구대상으로 하였으며, 각각 3,6,9회기의 기초선, 20회기의 중재 및 3회기의 유지를 설정한 피험자간 중다기초선설계로 실행하였다. 본 연구의 결과 경도정신지체아의 의사단어 읽기능력 및 문장 읽기능력이 현저하게 향상되어 PREP의 연속적처리훈련이 단어재인능력을 향상시켰음이 검증되었다. 또한, 중재 중 아동의 행동관찰에 의하면 PREP훈련에서 요구되는 주의집중력향상과 청각적 시연, 기호화, 군집화, 시각적 추적 등의 전략향상을 어느 정도 기대할 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of PREP's (PASS Reading Enhancement Program) successive processing training on word recognition for mild MR.
Firstly, PREP's successive processing training would enhance on the correctness of reading in pseudo word.
Secondly, PREP's successive processing training would enhance on the fluency of reading in text.
In terms of literature review, the study was included that MR's cognitive processing for reading is different from normal's. Normal's cognitive processing for word recognition is related to simultaneous processing. Otherwise, MR's cognitive processing for word recognition is related to successive processing and planning.
The PREP bases on cognitive processing training of PASS (Planning, Attention, Simultaneous Processing, Successive Processing) intelligent theory and founds on the transfer of principles that can be facilitated through inductive rather than deductive inference.
In this study, 'Window Sequencing' and 'Joining Shapes' task were used. Each task involved both a global training component and a curriculum-related bridging component.
Subjects were 3 mild MR children(first-grade 1; male, fourth-grade 1; female, fifth-grade 1; male). They were selected by experimentally.
The multiple baseline across subjects design was adapted. The effect of a series of training program was measured by the correctness of reading in pseudo word and the fluency of reading in text.
Baseline was 3, 6, 9 times each. Training of the PREP was consisted of 20 sessions during 2 months. Each training session took 40 minutes. Maintain period was 1 week, measured 3 times.
As the results of this study, PREP's successive processing training enhanced on the correctness of reading in pseudo word and the fluency of reading in text.
Accordingly, the result of this study suggests that the PREP's successive processing training on the mild MR could help children word recognition.
In addition, a period of this study was found that the PREP's successive processing training on the mild MR could enhance children attention and strategies; auditory rehearsal, chunking, and visual tracking.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 용어 정의 = 6
• 4. 연구의 범위와 제한점 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 읽기기능의 발달 = 9
• 2. 정신지체아의 읽기기능 = 12
• 3. PASS 읽기향상프로그램(PREP) = 20
• 4. PREP와 읽기 = 30
• Ⅲ. 연구방법 = 40
• 1. 연구 대상 = 40
• 2. 연구 설계 = 43
• 3. 연구 도구 = 43
• 4. 연구 절차 = 51
• 5. 관찰 및 측정 = 53
• 6. 자료 분석 = 56
• Ⅳ. 결과 및 논의 = 57
• 1. 연구결과 = 57
• 2. 논의 = 67
• Ⅴ. 요약 및 결론 = 75
• 1. 요약 = 75
• 2. 결론 = 76
• 참고문헌 = 78
• 영문초록 = 92
• 부록 =95