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일반 아동과 한글 읽기 장애 아동의 단어 읽기 과제시 뇌활성화 영역 비교: fMRI를 활용한 사례 연구
안성우 ( Seoung Woo Ahn ),김학진 ( Hak Jin Kim ),신미성 ( Mi Seong Shin ),서유경 ( Yoo Kyung Seo ),박진영 ( Jin Young Park ),박원경 ( Won Kyung Park ) 대구대학교 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.2
The purpose of this study was to compare brain activation profiles of a 6th grader boy with reading difficulties(RD) to those of an age-, gender-, and IQ-matched normal control in 2 silent reading tasks using a functional magnetic resonance imaging. In a word reading task, stimuli consisted of two syllable words with high familiarity whereas in a pseudo-word reading task, stimuli were made up by changing the first or the second syllable of the same words that were used in a word reading task. A child with RD showed increased activation of the right middle cingulum, the left and right inferior occipital gyri and the left fusiform gyrus during a word reading task, areas normally involved in visual processing. In contrast, a normal control showed profiles featuring increased activation of the middle temporal pole, the postcentral gyrus, and the middle temporal gyrus on the left hemisphere. In a pseudo-word reading task, a child with RD showed increased activation of the left and the right linguals and the right middle orbitofrontal gyrus whereas a normal control displayed increased activation of the heschl, the inferior temporal gyrus, the Rolandic operculum, the middle frontal gyrus, the middle cingulum on the left hemisphere and the precentral gyrus and the superior frontal gyrus on the right hemisphere. These results suggest that a word reading in a child with RD might be based on memories of visual properties of words and that a pseudo-word reading in a normal child might be based on phonological information.
부모의 사회,경제적 지위에 따른 아동들의 음운 인식수행 능력 비교 연구
안성우 ( Seong Woo Ahn ),이창환 ( Chang Hwan Lee ),김유 ( Yoo Kim ),신영주 ( Young Ju Shin ),박원경 ( Won Kyung Park ) 대구대학교 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.3
There are several factors that could account for children``s phonological awareness ability. Those factors such as phonological units(i.e., syllable, onset-rime, body-coda, phoneme), type of phonological awareness(i.e., isolation, blending, segmentation, deletion, substitution, addition), type of response(i.e., accuracy, rate), characteristic of norm(i.e., age, sex, location of residence, existence of disability, language ability) and parents`` status should be taken into account when it is being developed.. Thus, the effect of thses factors on phonological awareness ability of children need to be examined. The purpose of this study is to investigate the influence of parent``s social economic status on phonological awareness ability in children when phonological awareness assessment is being developed. Students were sampled from three different school in terms of economic status of residence, such as from low class neighborhood, middle class neighborhood, high class neighborhood. Phonological awareness assessment designed by the current researchers were conducted to each student on one to one basis. Results were following. Children``s phonological awareness ability was different according to their parent``s social economical status. The kids from poor neighborhood have poor phonological awareness ability while the children from rich environment have higher phonological awareness ability. This means that parents`` social economical status can account for some of individual variation of phonological awareness ability. Consequently, developer should consider this fact when he or she develop phonological awareness assessment.
4세-7세 유아들의 한글 낱자 지식과 자소-음소대응규칙 지식 발달 특성 연구
안성우 ( Seong Woo Ahn ),허민정 ( Min Jung Heo ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.2
In this study 1043 kindergarten children aged 49 months to 84 months were assessed for knowledge of consonant letter names and vowel names and phoneme-grapheme correspondence. These children were divided into 6 groups according to their age with a block of 6 month. Results are followed. First of all, children`s knowledge of letter names has increased accordingly. Secondly, children`s knowledge of letter-sound correspondence has also increased as their age increased. Thirdly, children identified consonant letter names better than vowel let+`ter names and knew consonant letter names better than phoneme-grapheme correspondence.
학령기 전 아동의 음운인식과 작업기억 구성요소 간의 관련성 분석
안성우 ( Seong Woo Ahn ),허민정 ( Min Jung Heo ),김미경 ( Mi Kyung Kim ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.3
There are lots of study to investigate relationship between phonological awareness and phonological memory, and between phonological awareness and short term memory. However research like this study, looking at relationship between phonological awareness and components of working memory, is rare. This study aims to investigate the relationship using ``1,043`` children aged between 49 months and 84 months old. Several tests were conducted to these children measuring phonological awareness skill and components of working memory skills of these children in person. Results are followed. There are significant relationships among components of working memory and phonological awareness. However, multiple regression analysis revealed that phonological memory is not an important predictor of phonological awareness. Central executive of working memory was more important predictor than phonological loop for phonological awareness.