인공지능 스피커를 이용한 철자단계 난독아동의 해독 및 철자쓰기 중재 효과

김미배(Mibae Kim),설아영(Ahyoung Seol),김소연(Soyeon Kim),김수련(Soo Ryon Kim) 한국언어치료학회 2020 한국언어치료학회 학술발표대회 논문집 Vol.2020 No.11

음운해독부진아동의 낱말읽기능력과 예측변인

김미배(Kim, Mibae),배소영(Pae, Soyeong) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.9

본 연구는 음운해독 부진 아동의 낱말읽기능력을 살피고 낱말읽기 예측변인을 찾아 읽기 평가와 중재에 도움이 되는 기초자료를 제공하고자 하였다. 1-3학년의 음운해독부진아동 36명과 학교, 학년을 일치시킨 일반아동 36명을 대상으로 94개의 2음 절 낱말을 읽도록 하였다. 낱말의 의미유무에 따른 낱말읽기 수행력 차이를 살펴보았다. 어휘, 음운인식, 빠른 이름대기, 음운기억을 중심으로 낱말읽기능력 예측력을 살폈다. 그 결과 음운해독부진아동은 일반아동에 비해 어휘, 음운인식, 빠른 이름대 기, 음운기억 모두에서 유의미하게 낮은 수행력을 보였고, 의미의존도가 더 높았다. 음운해독부진아동은 어휘, 음운인식, 빠른 이름대기, 음운기억이 음운해독부진아동의 낱말읽기능력의 58.1%를 설명하였고, 이중 빠른 이름대기와 음운기억의 예측력이 높았다. 한국어 낱말읽기에서 비의미적 경로의 중요성과 빠른이름대기 및 음운기 억의 중요성을 확인하였고, 전반적 언어이해력이 좋은 발달성 난독증 아동에 대한 추후연구를 제안하였다. This study investigated the word reading abilities of Korean poor readers based on lexical transparency and phonological process and tried to find predicting variables of Korean word reading. Thirty-six Korean poor word readers and grade and age matched normal readers of Korean 1st to 3rd graders participated in this study. Each child was requested to read 94 words balanced in semantic transparency. Phonological awareness(PA), rapid automatized naming(RAN), phonological memory(PM) were measured in addition to lexical knowledge to find predicting variables of Korean word reading. Poor word readers showed lower word reading ability than non word reading ability while normal readers revealed no differences in semantic transparency. Poor word readers performed lower than normal readers in PA, RAN, PM, and lexical knowledge. PA, RAN, PM, and lexical knowledge explained 58.1% of word reading for poor readers and 30.4% of word reading for normal 1st to 3rd graders. RAN and PM predicted word reading of poor readers independently. Korean poor word readers seemed to be more dependent on semantic transparency than normal readers supporting dual route model in reading. RAN and PM could be valued in clinical settings in addition to PA and lexical knowledge although PA, RAN, PM, and lexical knowledge are significantly correlated with word reading. Further studies are needed to deal with Korean developmental dyslexia.

Korean Elementary School Children with Reading Difficulties

김미배(Mibae Kim),배소영(Soyeong Pae) 한국언어청각임상학회 2013 Communication Sciences and Disorders Vol.18 No.4

배경 및 목적: 본 연구는 초등 저, 중, 고학년 읽기부진 아동의 듣기 및 읽기이해특성을 살피고 읽기이해에 영향을 미치는 듣기이해능력의 오류유형을 확인하여 읽기부진 아동의 평가 및 중재에서 확인해야 하는 언어능력에 대한 시사점을 제공하고자 하였다. 방법: 초등 저학년(1-2학년), 중학년(3-4학년), 고학년(5-6)학년 총 83명의 읽기부진 아동과 학년, 거주지역을 일치시킨 일반아동 83명을 대상으로 듣기이해, 읽기이해 능력을 확인하였다. 또한 듣기이해에서의 오류를 분석하고 읽기이해와의 상관관계를 살펴보았다. 결과: 읽기부진 아동은 듣기 및 읽기이해에서 초등 저, 중, 고학년 모두 유의미하게 낮은 수행력을 보였다. 듣기이해오류를 살펴보았을 때 일반아동과 유사한 양상을 보이나 일반아동이 고학년에 주로 질문범위오류를 보인 반면 읽기부진 아동은 질문범위 오류와 추론 오류의 비율이 높았다. 또한 듣기이해능력과 읽기이해능력의 상관관계가 나타났으나 듣기이해 오류유형별 오류율과 읽기이해능력 간의 유의미한 상관은 나타나지 않았다. 논의 및 결론: 읽기부진 아동은 고학년까지 읽기이해에 어려움을 보이며 이것은 듣기이해와 관련하여 나타난다. 따라서 읽기부진 아동의 언어능력을 확인하여 읽기중재에 반영하며 특히 아동의 오류유형을 살펴 읽기부진 아동의 언어적 어려움을 보다 자세히 살펴보고 중재에 적용할 필요가 있다. Objectives: The purpose of this study is to evaluate the characteristics of the listening and reading comprehension skills of school-aged poor readers. In addition we have also identified the error patterns of listening comprehension skills which affect the reading comprehension abilities. Methods: A total of 166 elementary school children (83 poor readers and 83 good readers) participated and were divided into lower (1-2), middle (3-4), and higher (5-6) grade groups. The tasks for identifying their listening and reading comprehension skills were performed and then compared. Additionally, the errors in listening comprehension tasks were analyzed to investigate their relations to reading comprehension skills. Results: Poor readers in the three groups commonly presented a significantly low achievement in their listening and reading comprehension tasks. As for error type analysis, the most frequent error type was question scope errors for higher grade of good readers, whereas poor readers showed question scope errors and inference errors. There were significant correlations between the overall listening skills and reading comprehension skills, whereas no correlation was found in each error patterns for listening comprehension and reading comprehension skills. Conclusion: The results demonstrated that poor readers in elementary schools had difficulties both in their reading and listening comprehensions even when they reach higher grades. Also, it seems to be necessary to tap into listening skills by considering error patterns as well as reading skills in order to provide an intervention program for poor readers.

학령전기 아동의 읽기능력과 읽기환경 및 언어능력

김미배 ( Mi Bae Kim ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144

The purpose of This study is to suggest directions for the screening and prevention of at-risk children with reading disabilities. This study investigating school-aged children`s development of reading ability essentially required for academic achievements in addition to the correlation between their reading environments and linguistic abilities. A total of 52 preschool children participated and were divided into age groups. To find out children`s reading abilities, this study examined their abilities of reading initiative functions and word recognition, and to find out their reading environments, this study investigated their reading education period, reading interaction hours and reading education hours through their parents and kindergarten teachers. Besides, to find out children`s linguistic abilities, this study investigated their vocabulary, listening comprehension, phonological awareness, rapid automatized naming, and non-word repetition task. The results of this investigation can be summarized as follows; Firstly, it was found that preschool children developed their abilities of reading initiative functions. Secondly, there was significant difference found between age groups in their reading environments. Thirdly, there was significant difference found between age groups in vocabulary, phonological awareness and rapid automatized naming. Lastly, there was a significant correlation found between their reading abilities and reading environments, and out of their linguistic abilities. The results of this study show that children develop their reading abilities even before preschool, and their reading abilities develop along with their reading environments and linguistic abilities.

유치원, 초등 2·4학년의 낱말재인 및 음운인식 능력

김미배(Mi-Bae Kim),배소영(So-Yeong Pae) 한국언어치료학회 2007 言語治療硏究 Vol.16 No.2

The purpose of present study was to compare the development of word recognition and phonological awareness of children and to provide criteria for identifying the children with reading disability. Thirty children who consist of kindergartener, second and fourth graders were participated for this study. The mean recognition accuracy score(total=100) was 71.30(SD=5.01) for the kindergarten group, 77.00(SD=1.94) for the second grade group and 85.60(SD=4.74) for the fourth grade group. The fourth grade children had some difficulty in recognizing the non-correspondent word reading of nonsense word. This result suggests that the fourth graders were mastering decoding skills. The most frequent error type was substitution for kindergarten children(50.94%) and most of the second and fourth graders produced phonological rule based errors(54.69%, 61.55%) in analyzing of error types. Childrens phonological awareness performance increased as the age increased. The correct response of deleting, synthesis and segmentation reviewed the significant differences among groups. Findings of this study may provide preliminary criteria for identifying the children with reading disability.

의미, 문법 영역에서 상위언어능력에 대한 국내 문헌연구

김미배(Mi Bae Kim) 한국언어치료학회 2014 言語治療硏究 Vol.23 No.3

Purpose: The purpose of this study is to indicate directions for future research by analyzing research on metalinguistic skills of semantics and grammar after 2000 in Korea. Methods: This study analyzed 43 papers, which were published in Korean academic journals, on metalinguistic skills in semantics and grammar depending on the purposes, participants, and dependent variables. Results: Studies on metalinguistic skills in the 2000s begun in earnest in 2005, out of which there were more studies on semantics (29 theses) than ones on grammar (14 theses). Most studies have been on the characteristics of language and impairment groups. In addition, the majority of studies (79.1%) were conducted on the metalinguistic ability of school-age children. The research subjects for linguistic and impairment groups included normal children, children from multi-cultural families, children from low-income families, bilingual children, children with learning disorders including reading disability, children with specific language impairment, children with autistic disorders, children with ADHD, children with hearing impairment and children with intellectual disability. Other papers were published on figurative language, verbal analogy, word definition, word inference, and situation inference in semantics and on grammaticality judgment and error correction, syntactic awareness, and negative sentence comprehension in grammar. Conclusions: Although studies on metalinguistic skills of semantics and grammar in Korea have been published for various groups since 2005, further studies should be conducted, especially on development and intervention. In addition, although some theses on subtypes of metalinguistic skills have been published, there is a need for research on more diverse metalinguistic skills.

낱말읽기에서의 초등학생 음운해독력 발달

김미배(Mibae Kim),배소영(Soyeong Pae) 한국언어청각임상학회 2011 Communication Sciences and Disorders Vol.16 No.2

배경 및 목적: 이 연구에서는 초등학교에 재학 중인 학령기 아동을 대상으로 낱말읽기에서의 음운해독력 발달을 살펴 언어읽기장애 아동 평가를 위한 기초자료를 제공하고자 한다. 방법: 초등학교에 재학 중인 1~6학년 아동 300명을 대상으로 2음절로 이루어진 낱말 68개를 제시하여 아동의 음운해독력을 측정하였다. 의미유무에 따라, 자소-음소 일치여부에 따라, 음운규칙에 따라 학년집단별로 발달양상을 살펴보았다. 결과: 초등학교에 재학한 학령기 아동은 초등 저학년이 초등중학년, 초등고학년보다 유의미하게 낮은 수행력을 보였다. 또한 무의미낱말보다 의미낱말에서, 자소-음소 불일치낱말보다 일치낱말에서 수행력이 높았으며, 불일치 낱말만 분석하였을 때에도 의미낱말에서 수행력이 더 높았다. 음운규칙별로 살펴보았을 때 된소리화 규칙이 일찍 발달하고, 비음화, 기식음화, ㅎ탈락 규칙이 초등저학년에서 초등고학년으로 갈수록 오류율이 점진적으로 줄어들며, 설측음화와 구개음화 규칙은 초등고학년에서도 오류가 많이 나타나는 것으로 나타났다. 논의 및 결론: 학령기 아동은 학년이 증가하면서 낱말에서의 음운해독력이 발달하며 자소-음소 불일치형 낱말은 초등고학년까지 발달이 계속되는 것으로 나타났다. 또한 의미유무, 음운규칙 적용여부에 따라서 다른 수행력을 보이며 음운규칙의 종류에 따라 발달의 시기가 다른 것을 확인하였다. 이와 같은 결과는 언어읽기장애 평가 및 중재에 유용한 기초 자료로 활용될 것이다. Background & Objectives: This study investigated decoding development in Korean children in word reading and provided guidelines for assessing and improving word reading ability. Methods: Three hundred elementary school children, including three developmental grade groups, participated in this study. Each child was requested to read 68 two-syllable-words, considering meaning familiarity and grapheme-phoneme correspondence. Six representative phonological rules in Korean word reading were measured. Results: Generally, Korean children read meaning words better than they did nonsense words and grapheme-phoneme correspondent words better than grapheme-phoneme non-correspondent words. First- and second-graders performed poorly compared to third-grade and higher groups. Among the six phonological rules, tensification was acquired early, during the first- and second-grades, with the rules, nasalization, aspiration, and h elision developing later. Interestingly, the lateralization and palatalization rules seemed to still be developing in all of the tested children. Discussion & Conclusions: The word reading ability of Korean children showed universal patterns in meaning dependency and grapheme-phoneme correspondence. Given that the Korean language is highly transparent in spelling, it is interesting that fifth- and sixth-grade children were still developing decoding ability for the application of the lateralization and palatalization rules. These results could be used as guidelines to assess and improve word reading ability.

초등 3-4학년 ADHD 아동의 낱말재인 및 문단글 읽기 유창성

김용은(Yong Eun Kim),배소영(So Yeong Pae),김미배(Mi Bae Kim) 한국언어치료학회 2012 言語治療硏究 Vol.21 No.3

Reading is an essential communication skill. Especially to school age children, reading is greatly important in that it is used as a basic learning tool. According to recent research, 5.2% of school age children and 13.25% of young adolescents display the symptoms of Attention Deficits Hyperactivity Disorder(ADHD). Despite the high prevalence rate of the disorder, there has been little research on reading ability of children with ADHD. This research aims to study word recognition and fluency in paragraph reading (in terms of speed, accuracy, and errors: SPM, number and percentage of error patterns) of children with ADHD and normal children. The research subjects include 15 children with ADHD and 15 normal children who are the third- and fourth-grade students in elementary schools. Sub-tests of Korea Language-based Reading Assessment (KOLRA), were conducted to evaluate word recognition and paragraph reading fluency (only for third- and fourth-grade children) by measuring SPM, frequency of reading error, and type of reading error. The results show that ADHD children have lower performance in regard to sense and non-sense word recognition, grapheme-phoneme correspondent word reading, and grapheme-phoneme non-correspondent word reading compared to normal children. Second, the research analyzes paragraph reading fluency capacity regarding number of syllables per minute, SPM, number of error types, and error type ratio. The total amount of time taken for paragraph reading showed no significant difference between the two groups. On the other hand, comparing the number of syllables read precisely by the two groups, the ADHD children showed lower performance capacity than the normal children. Specifically, the ADHD children frequently showed omission errors while they showed no significant difference in terms of repetition, substitution errors, and correction errors compared to the normal children. When it comes to analyzing the error type ratio of the two groups, omission errors (37%) and repetition errors (33%) were most frequently made by the ADHD children. Based on these results, it can be summarized that the ADHD children, even with good vocabulary knowledge, could have more difficulty in word recognition and fluent reading in comparison to normal children. This study reveals that ADHD children’s reading abilities need be monitored and assessed for their efficient learning

초등 저학년 다문화가정 아동의 읽기와 언어

배소영(Soyeong Pae),김미배(Mibae Kim) 한국언어청각임상학회 2010 Communication Sciences and Disorders Vol.15 No.2

배경 및 목적: 이 연구는 초등 저학년에 재학 중인 다문화가정 아동의 언어기반 읽기능력을비다문화가정 아동의 수행력과 비교하여 다문화가정 아동의 읽기발달을 살피고, 언어읽기평가에 대한 시사점을 제시하고자 한다. 방법: 국제결혼 이주여성을 어머니로 둔 초등 1-3학년에 재학중인 다문화가정 아동 34명과 학년과 지역이 일치하는 비다문화가정 아동 34명의 언어기반 읽기능력을 비교하였다. 읽기의 경우 낱말재인력과 덩이글이해력을 측정하였고, 관련언어요소로서 덩이말이해력과 음운인식력을 측정하였다. 결과: 다문화가정아동은 비다문화가정아동처럼 1학년에서부터 3학년으로 갈수록 언어와 읽기능력이 발달하고 있었다. 그러나 다문화가정아동의 낱말재인과 덩이글이해력은 비다문화가정 아동에 비해 수행력이 낮았고, 언어능력인 덩이말이해 면에서도 비다문화가정에 비해 수행력이 낮았다. 한편 음운인식력에서는 두 집단간 차이가 나타나지 않았다. 논의 및 결론: 다문화가정 아동은 읽기와 언어가 발달하고 있지만, 읽기와 언어에 대한 선별평가 및 모니터링을 실시할 필요가 있다. 특히 텍스트를중심으로 한 말과 글에 대한 평가가 유용할 것으로 보인다 Background and Objectives: Reading is an important area of language use in school activities.study aimed to compare reading and related language abilities of Korean children with multicultural backgrounds (MC) with those of non-multicultural backgrounds (NMC) and to discuss speech-language pathologists’ roles for multicultural children. Method: Thirty-four school-aged children (mean age of 8 years old) with MC and 34 NMC peers participated in the present study. Readingabilities were measured on word recognition and text comprehension while reading-related language abilities were tapped on listening comprehension of text and phonological awareness. Results: Both MC children and NMC children showed better performance in reading and language as their grade level increased. However, children with MC showed lower abilities in word recognition, text comprehension, and listening comprehension, compared to children with NMC. There was no difference between MC children and NMC children in the area of phonological awareness. Discussion and Conclusion: School-aged Korean children with MC appeared to develop their reading and related language abilities, although their overall performance of reading and listening comprehension lagged behind their NMC peers. Speech-language pathologists need to screen and assess NMC children’s reading abilities, as well as language abilities.

초등 3-4학년 언어학습장애 아동의 구문인식능력 특성과 읽기이해능력과의 상관관계

조민경(Min-Kyeong Cho),김미배(Mibae Kim) 한국언어청각임상학회 2019 Communication Sciences and Disorders Vol.24 No.1

배경 및 목적: 초등 3-4학년은 텍스트 수준에서 읽기이해가 활발히 이루어지기 시작한다. 따라서 텍스트를 구성하는 구문능력을 확인할 필요가 있으며 학령기에 상위수준에서의 언어발달을 고려하여 구문능력을 상위수준에서 살펴볼 필요가 있다. 본 연구에서는 초등 3-4학년 언어학습장애 아동의 읽기이해능력과 상위구문능력인 구문인식능력 간의 상관관계를 살펴보고자 하였다. 방법: 부산시 소재의 초등 3-4학년에 재학 중인 언어학습장애 아동 16명, 학년과 지역을 일치시킨 일반아동 16명으로 총 32명을 대상으로 하였다. 구문인 식능력은 구문유형(단문, 복문)과 복문유형(접속문, 내포문)에 따라 살펴보았으며, 읽기이해능력은 한국어읽기검사(KOLRA)의 읽기 이해검사를 사용하였다. 결과: 언어학습장애 아동은 일반아동에 비해 구문인식능력이 유의하게 낮았다. 또한 언어학습장애 아동은 일반아동보다 단문과 복문 모두 어려움을 보이는 것으로 나타났으며, 특히 복문에서 더 큰 어려움을 보이는 것으로 나타났다. 두 집단 모두 구문인식능력과 읽기이해능력 간에 상관관계가 나타났다. 논의 및 결론: 본 연구에서는 언어학습장애 아동은 구문유형에 따라 다른 특성을 보이며 특히 복문을 자세히 확인할 필요가 있는 것을 확인하였다. 또한 두 집단 모두 구문인식능력과 읽기이해능력 간에 상관관계가 나타나 구문인식능력이 읽기이해능력에 영향을 미치는 것을 확인하였다. 본 연구는 구문 하위영역을 구체적으로 살펴본데 의의가 있으며 구문인식능력을 확인하고 중재할 필요가 있음을 시사한다. Objectives: In the 3rd and 4th grades of elementary school, reading comprehension is beginning to develop. It is necessary to look at the sentences that make up the text. At school age, it is necessary to examine syntactic ability at a higher level considering language development is also at a higher level. The purpose of this study was to identify the correlation among syntactic awareness and reading comprehension in 3rd and 4th grades. Methods: The participants were 16 children with language learning disabilities (LLD) and 16 typically developing (TD) children. This study performed a syntactic awareness test anda reading comprehension test. This study was composed of sentences categorized into a basic sentence type (simple sentence, complex sentence) and a complex sentence type (compound sentence, embedded sentence). Results: First, when comparing syntactic awareness according to group and basic sentence type, LLD children showed lower performance than TD children. Second, when comparing syntactic awareness according to groups and complex sentence types, LLD children exhibited lower performance than TD children. Third, in both groups, there was a significant correlation between syntactic awareness and reading comprehension. Conclusion: LLD children showed different characteristics according to the type of sentence, and confirmed it is necessary to check the type of complex sentence. In both groups, there was a correlation between syntactic awareness and reading comprehension, and it was confirmed that syntactic awareness affects reading comprehension. This study has significant implications for sentence sub-type, and suggests that there is a need to assess syntactic awareness.