http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
인공와우이식 학생과 건청 학생의 음운기억 특성 및 음운기억, 언어, 읽기의 관련성 비교 연구
허민정 ( Min Jung Heo ),안성우 ( Seong Woo Ahn ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.3
This study aims to investigate the level and developmental patterns of phonological memory for students with cochlear implants compared with those of chronological-age matched- and reading-age matched normal hearing students, and explore the role of phonological memory on language and reading development through analyzing the relationships of phonological memory, language, and reading for these students. For these purpose, syllable repetition test, sentence comprehension test, and reading comprehension test were performed for 38 higher-grade elementary school students with CIs, 48 chronological-age matched normal hearing students, and 44 reading-age matched normal hearing students. Results indicated that phonological memory skills of students with CIs were lower than those of CA matched-and RA matched normal hearing students regardless of conditions of the test, and their phonological memory skills didn’t develop with grade. Also, phonological memory of students with CIs was related with language and reading abilities similar to reading-age matched normal hearing students, but language had higher relationships with reading than phonological memory.
인공와우이식 아동의 학교 수행력: 5세 이전에 수술 받은 아동을 중심으로
허민정 ( Min Jung Heo ),김리석 ( Lee Suk Kim ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.3
This study aims to investigate the school performance of children who received cochlear implantation under age of five and have been integrated into regular elementary schools compared to that of normal hearing children, and to examine the factors associated with the school performance of these children. Classroom teachers completed the questionnaires comprised of 26 items regarding communication skill, psycho-social adjustment, academic achievement, and general integration adjustment for 37 children with cochlear implants and 37 normal hearing children attending the same classrooms. As a result, the school performance of higher grade students with cochlear implants was significantly lower than that of lower grade students with cochlear implants. In the lower grade, students with cochlear implants showed significantly lower communication abilities than normal hearing children. On the other hand, in the higher grade, students with cochlear implants showed significantly lower performance on four aspects of school performance. In terms of related factors to school performance, communication abilities were correlated with age at implantation, auditory performance, language ability, and habilitation, and social-emotional adjustment was related with three variables except age at implantation. Academic achievement was related with auditory performance and language ability.
보청기와 인공와우 기기에 대한 대학생들의 인식 및 태도: 보청기 효과와 인공와우 효과
허민정 ( Min Jung Heo ),김리석 ( Lee Suk Kim ),안성우 ( Seong Woo Ahn ),부성현 ( Sung Hyun Boo ) 대구대학교 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.3
This study aims to investigate the perception and attitude of university students about hearing aid and cochlear implant, and to examine the variables related to their attitudes towards hearing aid and cochlear implant. The subjects were 114 university students, who were asked to see the pictures on wearing conditions and non-wearing conditions of hearing aid and cochlear implant and complete the adjective format scale . Also, they saw the pictures of hearing aid wearer and cochlear implant wearer, and completed the questionnaires about attitude for hearing aid and cochlear implant. Results show that university students show more negative perception about wearing conditions than non-wearing conditions on appearance, personality, and achievement for both hearing aid and cochlear implant. Attitude for cochlear implant was more negative than that for hearing aid on social stigma, viewpoint, and knowledge. As a result of analyzing related factors for attitude about hearing aid and cochlear implant, sex and wearing glasses or contact lenses were related to the social stigma for cochlear implant users. These results show that there exist ‘hearing aid effect’ and ‘cochlear implant effect’ in Korean university students, and their attitudes are more negative for cochlear implant than for hearing aid.
인공와우이식 아동의 음운인식능력 및 음운인식 발달동향 연구: 초등학생을 중심으로
허민정 ( Min Jung Heo ) 대구대학교 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.1
This study aims to analyze the phonological awareness abilities and development trends of phonological awareness for children with cochlear implants in elementary school grades. For these purposes, we compared the phonological awareness abilities of children with CIs with those of normal hearing children, and to analyze the differences of phonological awareness abilities of children with CIs according to the grades. Furthermore, this study examined the relationships of phonological awareness abilities and age at implantation in these children. 79 children with CIs and 113 CA matched normal hearing children were executed by the phonological awareness test. The results showed that there were significant differences between children with CIs and normal hearing for the first grade on syllable tasks, and were significant differences between groups up to the second grade in phoneme tasks. There were no significant differences of syllable tasks scores in terms of grade, whereas there were significant differences of phoneme task scores according to the grades up to the third grade in children with CIs. There were no significant relationships of between phonological awareness and age at implantation in children with CIs. These results could be used to develop the phonological awareness and reading intervention program for children with CIs.
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.