다시말하기 검사에서 나타난 읽기부진 학생과 일반 학생의 이야기글 읽기이해 특성

김의정(Ui Jung Kim) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.3

The Effects of Milieu Teaching Procedures on the Spoken Language of Children with Autism

김의정(Ui Jung Kim),최혜승(Hye Sung Choi) 한국언어청각임상학회 2003 Communication Sciences and Disorders Vol.8 No.3

본 연구는 환경요법이 자폐아동의 구어에 미치는 영향을 알아보는 것이 목적이었다. 연구 참여자들은 구어발달의 초기단계에 있는 세 명의 자폐 아동이었다. 실험효과를 검증하기 위하여 대상자간 중다기초선 설계가 사용되었다. 환경요법을 실시한 결과, 모든 참여자들은 습득한 언어기술을 그들의 담임교사와 보조교사에게 일반화 하였고 중재가 끝난 이후에도 그들의 언어기술이 유지되었다. 모든 참여자가 목표한 언어를 자발적으로 사용하는 횟수가 증가하였다. 본 연구의 제한점과 이후연구에 대한 시사점을 논의 하였다. This study examined the effects of milieu teaching procedures on the spoken language of three children with autism. Participants were in the early stage of spoken language development. A multiple probe design across participants was used to investigate the functional relationship between the milieu teaching procedures and early functional spoken language. Results indicated that all participants acquired their language targets upon the implementation of milieu teaching procedures. The participants generalized the use of the acquired language skills to their teacher or teaching assistant and maintained their target language skills after the intervention was discontinued. Increases in the frequency of spontaneous use of language targets also were observed in all participants, especially in two of the three participants. The results of this present study, limitations, future research, and implications are discussed.

초등학생의 읽기 어려움의 이질성 연구

김애화(Kim, Ae-Hwa),김의정(Kim, Ui-Jung),김재철(Kim, Jae-Chul) 부산대학교 교육발전연구소 2020 교육혁신연구 Vol.30 No.2

연구목적: 본 연구의 목적은 읽기 어려움의 이질성을 살펴보고자 함에 있었다. 구체적으로 본 연구에서는 ‘정상 지능’ 여부와 ‘읽기 하위 영역 중 어떠한 영역에서의 어려움’을 지녔는지 여부에 따라 읽기 어려움을 지닌 6개 집단과 일반학생 2개 집단으로 분류하여, 이 집단들 간 읽기 성취도와 인지처리 특성의 차이를 비교하였다. 연구방법: 이를 위해 초등학교 1학년부터 6학년까지의 306명 학생을 대상으로 읽기 성취도(단어인지, 읽기이해) 평가와 인지처리(음운인식, 음운기억, 빠른 자동이름대기, 어휘, 듣기이해, 문장따라말하기, 동작성 지능) 평가를 실시하였다. 연구결과: 다음은 주요 결과의 요약이다. 첫째, 정상 지능이면서 일반학생인 G집단의 비율이 가장 높았으며, 읽기 어려움을 지닌 학생의 출현율은 다음과 같다. 저학년의 경우, 정상 지능이면서 단어인지만 어려움이 있는 A집단의 출현율이 가장 높고, 정상 지능이면서 단어인지와 읽기이해에 어려움이 있는 B집단과 경계선 지능이면서 단어인지와 읽기이해에 어려움이 있는 E집단이 그 다음으로 나타났다. 고학년의 경우, 정상 지능이면서 읽기이해만 어려움이 있는 C집단의 출현율이 가장 높고, 경계선 지능이면서 단어인지와 읽기이해에 어려움이 있는 E집단이 그 다음으로 나타났다. 둘째, 읽기 성취도 및 대부분의 인지처리 평가 결과에서 단어인지와 읽기이해 모두에 어려움을 보이는 B집단과 E집단의 점수가 가장 낮았다. 셋째, 단어인지와 읽기이해에 모두 어려움을 보이는 B집단과 E 집단은 모든 인지처리 검사에서 낮은 점수를 보였으며, 특히 음운인식, 어휘, 문장따라말하기에서 특히 낮은 점수를 보였다. 읽기이해만 문제를 지닌 C 집단과 F 집단은 듣기이해에서 낮은 수행을 보인 반면, 음인인식, 음운기억, 빠른자동이름대기에는 상대적으로 양호한 수행을 보였다. 넷째, 경계선 지능에 따른 집단 간에는 모든 인지처리 검사 결과에서 유의한 차이가 나타나지 않았다. 논의 및 결론: 본 연구 결과의 요약, 연구 결과의 제한점 및 향후 연구에 관한 제언이 논의되었다. Purpose: The purpose of this study was to examine the heterogeneity of reading difficulties. Specifically, the study was divided into six groups of students with reading difficulties and two groups of general students according to intelligence(normal vs borderline intelligence) and difficulties in the subareas of reading. Then the differences in reading achievement and cognitive processing characteristics among these groups were compared. Method: For this purpose 306 students from grades 1 through 6 were evaluated for reading achievements(word recognition, reading comprehension and cognitive processing abilities(phonological awareness phonological memory rapid naming vocabulary listening comprehension sentence repetition mobility intelligence). Results: The following is a summary of the main results: First, the ratio of G-group who includes general students with normal intelligence was the highest. The prevalence of students who have difficulty in reading is as follows: In the lower grades, the A-group who has normal intelligence and difficulty in word recognition showed the highest prevalence rate, and then the B-group who has normal intelligence and difficulties in both word recognition and reading comprehension, the E-group who has borderline intelligence and difficulties in both word recognition and reading comprehension in order. In the upper grades, the C-group who has normal intelligence and difficulty in reading comprehension showed the highest prevalence rate, and the E-group who has borderline intelligence and difficulties in both word recognition and reading comprehension was followed by. Second, the scores of B-group and E-group showing difficulty in both word recognition and reading comprehension showed the lowest scores in both reading achievements and most of the cognitive process assessments. Third, B-group and E-group showing difficulty in both word recognition and reading comprehension received low scores in all cognitive process assessments, particularly in phonological awareness, vocabulary, and sentence repetition. C-Group and F-group with only reading comprehension difficulty showed a low performance in listening comprehension, while phonological awareness, phonological memory, and rapid naming showed relatively good performance. Fourth, there was no significant difference in all cognitive process assessments between groups according to the boundary intelligence. Conclusions: Summary of these findings, limitations on the findings, and suggestions for future studies were discussed.

초등학생의 읽기이해 능력 예측변인에 관한 연구

김애화(Ae Hwa Kim),유현실(Hyun Sil Yoo),황민아(Mina Hwang),김의정(Ui Jung Kim),고성룡(Sung Ryong Koh) 한국언어청각임상학회 2010 Communication Sciences and Disorders Vol.15 No.3

배경 및 목적: 읽기이해는 읽기의 궁극적인 목적이며, 미국을 중심으로 읽기이해 능력을 예측하는 다양한 변인들에 대한 연구가 활발하게 진행되어왔다. 그에 비해 국내에서는 단어인지에 대한 예측변인에 대한 연구는 발표된 반면, 읽기이해에 대한 예측변인에 대한 연구는 상당히 제한적이다. 따라서 본 연구에서는 초등학생들의 학년에 따른 읽기이해 능력에 대한 예측변인을 알아보고자 하였다. 방법: 초등학교 1학년~초등학교 6학년 총 511명을 대상으로 음운인식, 빠른 자동 이름대기, 자모이름, 자모소리, 단기기억, 작동기억, 어휘, 문장 따라 말하기, 듣기이해, 단어인지, 읽기유창성 등의 예측변인 검사와 읽기이해 종속변인 검사를 실시한 후, 학년별 읽기이해 능력 예측변인을 탐색하였다. 결과: 주요 연구 결과는 다음과 같다. 첫째, 읽기이해질문 검사를 종속변인으로 할 때, 4학년을 제외한 모든 학년에서 듣기이해가, 1, 2학년에서 문장 따라 말하기가 유의한 예측변인으로 나타났다. 둘째, 교육과정근거 읽기검사를 종속변인으로 할 때, 어휘가 초등학교 2, 5, 6학년에서 읽기이해를 유의하게 예측하는 변인으로 나타났다. 논의 및 결론: 본 연구의 결과를 종합해 볼 때, 본 연구에서는 읽기이해 검사 유형에 따라 차이가 있기는 하지만, 듣기이해와 어휘가 읽기이해를 예측하는 중요한 변인으로 나타났다. 본 연구 결과의 요약, 연구 결과의 제한점 및 향후 연구에 관한 제언이 논의되었다. 『언어청각장애연구』, 2010;15;357-380. Background & Objectives: Reading comprehension is the ultimate goal of reading; therefore, research has been actively conducted to identify factors that influence reading comprehension in the United States of America. Comparatively, a large number of studies examining the predictive factors for word recognition have been published. However, a limited number of studies examining the predictive factors for reading comprehension are available in Korea. The present study was conducted to explore the predictive factors for reading comprehension outcomes in elementary school students of each grade level. Methods: In the present study, the predictive factor test including phonological awareness, rapid letter naming, letter knowledge, letter-sound knowledge, short-term memory, working memory, vocabulary, sentence repetition, listening comprehension, word recognition, reading fluency and the reading comprehension dependent variable test were administered to a total of 511 first- through sixth-grade elementary school students. Then, a multiple regression analysis was performed to explore the predictive factors for reading comprehension outcomes for students in each grade level. Results: Listening comprehension was an important predictive factor for all grades except for the fourth grade, and sentence repetition was an important predictive factor for the first and second grade children when the reading comprehension question test was a dependent variable. Second, vocabulary was the important predictive factor for the second, fifth, and sixth graders when the curriculum-based reading test was a dependent variable. Discussion & Conclusion: To summarize, listening comprehension and vocabulary were the significant predictive factors for reading comprehension, although the results showed little difference according to the type of reading comprehension test. The summary of the results, limitations of this study, and directions for future studies are further discussed. (Korean Journal of Communication Disorders 2010;15;357-380)

자폐증: 기능적 언어 교수 및 일반화를 위한 환경중심 언어중재의 사용

최혜승 ( Hye-sung Choi ),김의정 ( Ui-jung Kim ) 대구대학교 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.2

Milieu teaching, a naturalistic language instruction approach, has been shown to be effective for teaching functional and generalized language to individuals with autism. Added to the use of drill and practice techniques, milieu teaching will increase teaching and learning opportunities thus, improve language responses in early language learners. The purpose of this article is to present an overview of milieu teaching in terms of its characteristics and three specific teaching procedures, model, mand, and time delay. More specifically, milieu teaching strategies are presented in a step-by-step manner for classroom teachers to implement them during daily activities. In addition, general environmental arrangement strategies that increase milieu teaching opportunities are described and suggestions for the successful application of milieu teaching principles delineated.

기능평가에 근거한 중재가 자폐아동의 문제행동에 미치는 효과

최혜승 ( Hye-sung Choi ),김의정 ( Ui-jung Kim ) 대구대학교 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.3

The purpose of this study was to examine the effects of functional assessment-based intervention on problem behaviors of one elementary school student with autism. This study included two experimental phases. During Phase 1, functional assessment was conducted to develop and test hypotheses about possible relationships between environmental variables and problem behaviors. During Phase 2, functional assessment-based intervention was developed and implemented. An alternating treatments design and an A-B design were used for functional analysis and intervention. Based on the results of the functional analysis, the teaching assistant gave the participant appropriate tasks and the next task as soon as the previous task was completed. This multicomponent intervention, specifically, instructional modifications, immediately decreased problem behaviors. Such changes were generalized to the special education teacher and maintained after the intervention was discontinued. Intervention fidelity data indicated that the teaching assistant could conduct intervention with limited training. Finally, intervention acceptability data demonstrated that the teaching staff strongly accepted functional assessment-based intervention.

읽기부진학생의 읽기이해점검력 및 읽기이해 특성 연구

김애화 ( Ae Hwa Kim ),김의정 ( Ui Jung Kim ) 대구대학교 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4

The purpose of this study was to compare reading comprehension abilities of low-achieving students to normally-developing students. In this study, reading comprehension abilities were measured by comprehension monitoring, retelling, comprehension questioning, fluency tests. A total of 96 students(44 low-achieving students and 52 normally-developing students) participated in this study. Results indicated statistically significant differences between two groups on both all measures. Also, the comprehension monitoring test was strongly predictive of general reading abilities. Implications for practice are discussed.

스크립트화된 합성 파닉스 교수가 읽기장애학생의 한글 단어인지에 미치는 효과

김애화 ( Ae Hwa Kim ),김의정 ( Ui Jung Kim ),표소래 ( So Rae Pyo ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.3

The purpose of this study was to examine the effect of scripted, synthetic phonics instruction program on word identification of children with reading disabilities who have problems with decoding Korean words. The participants were three 1st and 2nd grade children with reading disabilities who were enrolled in a public elementary school in Gyonggi-do. The multiple baseline probe design across behaviors was repeatedly employed across three participants. According to the results, all three participants’ word identification average scores significantly increased upon the implementation of the intervention. Furthermore, the word identification average scores during the maintenance were close to those of the intervention phase. These findings provided evidence that the scripted, synthetic phonics instruction program was an effective intervention to teach decoding Korean words which is a language with shallow orthography. The results also suggested that the scripted, synthetic phonics instruction program can be useful when teaching children with reading disabilities who have problems with decoding Korean words in educational contexts.

단어인지, 읽기유창성, 읽기이해에 대한 예측 연구: 5세와 6세 아동을 대상으로 실시한 종단연구

김애화 ( Ae Hwa Kim ),유현실 ( Hyun Sil Yoo ),김의정 ( Ui Jung Kim ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.4

The present study examined the longitudinal predictors of word recognition, reading fluency, and reading comprehension of children from the end of 5- and 6- year olds to the end of 6- to 7-year-olds. Ninety-two 5-year-old children and 96 6-year-old children were examined in predictor measures(e.g., phonological awareness, rapid naming, letter knowledge, phonological memory). Fifty-eight 6-year children and 61 7-year children were reassessed on word recognition, reading fluency, and reading comprehension measures after one year. Major findings of this study were summarized as follows. First, letter naming, rapid naming, phonological memory, and phonological awareness contributed significantly to word recognition abilities in seven-year-old; letter naming, rapid naming, and phonological awareness contributed significantly to word recognition abilities in six-year-old. Second, word recognition and phonological short-term memory contributed significantly to reading fluency abilities in seven-year-old; orthographic processing contributed significantly to reading fluency abilities in six-year-old. Third, listening comprehension, word recognition, and phonological working memory contributed significantly to reading comprehension abilities in seven-year-old; reading fluency contributed significantly to reading comprehension abilities in six-year-old. The results, limitations of this study, and directions for future studies were discussed.

교육의 대상자로서의 난독증: 읽기 및 쓰기 영역에서의 이질성

김애화(Ae Hwa Kim),김의정(Ui Jung Kim) 단국대학교 특수교육연구소 2020 특수교육논총 Vol.36 No.3

연구목적: 본 연구의 목적은 다음과 같다. 첫째, 국외의 공신력 있는 난독증 관련 단체의 정의, 미국의 난독증 법의 정의 및 국내 난독증 관련 조례의 정의를 분석하여 난독증 정의에 공통적으로 포함된 난독증의 핵심 교육적 특성과 이차적인 교육적 특성을 파악하고자 하였다. 둘째, 국내 초등학교 읽기 및 쓰기 부진학생을 대상으로 읽기 및 쓰기 평가를 실시하여 난독증의 핵심 특성과 이차적 특성을 보이는 출현율을 파악하고자 하였다. 연구방법: 첫 번째 연구목적을 위해 국외 난독증 관련 단체에서 제시한 난독증 정의, 미국의 난독증 법적 정의, 그리고 국내 난독증 관련 조례를 분석하였다. 두 번째 연구목적을 위해 국내 초등학교 읽기 및 쓰기 부진학생 230명을 대상으로 읽기 및 쓰기 평가를 실시하였다. 연구결과: 주요 연구결과는 다음과 같다. 첫째, 난독증의 핵심 교육적 특성은 단어인지와 철자에서의 현저한 어려움인 것으로 나타났다. 둘째, 전체 학년의 경우, 읽기 및 쓰기 부진학생의 34%가 난독증의 핵심 교육적 특성인 단어인지와 철자에서의 어려움을 보이는 것으로 나타났다. 셋째, 이들 34% 중의 30%의 학생이 단어인지와 철자뿐만 아니라 읽기이해 등 이차적인 읽기 및 쓰기에서 어려움을 보이는 것으로 나타났다. 결론: 본 연구의 주요 결과를 종합해보면, 난독증의 핵심 특성인 단어인지와 철자에서의 어려움을 보이는 경우, 이차적인 어려움의 여부와 상관없이 난독증으로 진단하는 것이 타당하다. 그럼에도 불구하고 대부분의 읽기 및 쓰기 부진학생의 경우, 단어인지와 철자에서의 어려움 외에 이차적인 읽기 및 쓰기에서의 어려움을 동반하기 때문에 학생의 교육적 특성을 파악하고 그에 따른 개별적 지원을 하는 것이 필요할 것이다. Purpose: The purpose of this study was twofold. First, this study was conducted to identify the primary and secondary educational characteristics of dyslexia by analyzing common elements of the definitions by credible international dyslexia-related organizations, dyslexia laws in the United States and dyslexia-related regulations in Korea. Second, reading and writing assessments were conducted for Korean elementary school students who were low-achieving in the areas of reading and writing to determine the prevalence of the primary and secondary characteristics of dyslexia among them. Method: For the first purpose of this study, the definitions by dyslexia-related organizations abroad, legal definitions of dyslexia in the United States, and regulations related to dyslexia in Korea were analyzed. For the second purpose of this study, reading and writing assessments were conducted on 230 elementary school students with poor reading and writing achievements. Result: The main research results were as follows. First, it was found that the primary educational characteristic of dyslexia was significant difficulty in word recognition and spelling. Second, in all grades, 34% of students with poor reading and writing showed difficulty in word recognition and spelling. Third, it was found that 30% of these students had difficulty in secondary reading and writing areas, such as reading comprehension besides word recognition and spelling difficulties. Conclusion: To summarizei the main results of this study, the diagnosis of dyslexia is valid regardless of secondary reading and writing difficulties if difficulties in word recognition and spelling, which is the primary characteristic of dyslexia, are shown. Nevertheless, most of the students with poor reading and writing achievements showed secondary difficulties in reading and writing areas other than word recognition and spelling; therefore, it is necessary to provide individualized support based on the educational needs of the students.