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.

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.

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

Characteristics of Inference and Error in 4-6 Grade Students with Reading Comprehension Difficulties

유경진(Kyung Jin Yu),김미배(Mi bae Kim) 한국언어청각임상학회 2017 Communication Sciences and Disorders Vol.22 No.2

배경 및 목적: 본 연구는 초등 고학년 읽기이해부진아동의 읽기 내 추론능력을 유형에 따라 살펴보고 오류 특성을 확인하여 읽기이해부진아동의 평가 및 중재에 대한 시사점을 제공하고자 하였다. 방법: 본 연구는 학년과 거주지를 일치시킨 초등 고학년(4-6학년) 읽기이해부진아동과 일반아동 각 19명으로 총 38명을 대상으로 하였다. 추론 과제는 이야기 글 4개를 읽고 5개의 추론유형 질문에 답하는 것으로 질문은 총 45문항을 구성하였다. 결과: 첫째, 읽기이해부진아동의 추론능력은 일반아동보다 유의하게 낮았다. 둘째, 두 읽기집단의 추론능력을 살펴보면 사실적 정보 이해가 유의하게 높은 수행력을 보였고 배경지식을 기반한 추론, 응집성 추론, 정교한 추론 순으로 수행력이 높았다. 평가적 추론은 유의하게 낮은 수행력을 보였다. 셋째, 읽기집단과 추론유형에 따른 상호작용 효과가 나타났다. 넷째, 오류패턴을 살펴보면 두 읽기집단 모두 ‘미숙한 추론’, ‘틀린 추론’의 비율은 높고 ‘표현 언어 부족’의 비율은 가장 낮아 유사한 패턴을 보였다. 그러나 읽기이해부진아동은 ‘이해실패’와 ‘무응답/모른다’에서 일반아동보다 높은 비율을 보였다. 논의 및 결론: 초등 고학년 읽기이해부진아동은 읽기 내 추론과제에서 어려움을 보였으며 이는 심층적인 읽기이해를 하는 데 영향을 미칠 수 있을 것이다. 따라서 본 논문의 결과는 읽기이해부진아동의 추론능력을 유형에 따라 살펴보았고 오류 특징을 구체적으로 살펴보아 읽기이해부진아동의 평가 및 중재의 시사점을 제공한다. Objectives: The purpose of this study is to evaluate the characteristics of inference in 4-6 grade students with reading comprehension difficulties. In addition, we have identified error patterns of inference skills in reading. Methods: A total of 38 students (19 children with reading comprehension difficulties and 19 normally developing children) participated in the study. The tasks evaluating the characteristics of inference were composed of 4 texts and 45 questions (literal information, cohesive inference, knowledge based inference, evaluative inference, elaborative inference). Results: First, the inference ability of children with reading comprehension difficulties was significantly lower than that of the normally developing children. Second, performance in characteristics of inference was significantly different. Third, there was an interaction effect between the reading groups and the characteristics of inference displayed. Fourth, the error patterns in both reading groups appeared similar. In both reading groups the error patterns of ‘wrong inferences’ and ‘immature inferences’ appeared more than 50% of the time. However, children with reading comprehension difficulties showed higher rates of ‘failure of literal comprehension’ than the normally developing children. Conclusion: The results demonstrated that children with reading comprehension difficulties had difficulties in inference tasks in reading. It seems necessary to examine inference tasks in reading to provide an intervention program for children with reading comprehension difficulties.

4-6학년 읽기부진아동의 은유이해능력과 읽기이해능력의 상관관계

이현정(Hyun Jung Lee),김미배(Mi bae Kim) 한국언어청각임상학회 2015 Communication Sciences and Disorders Vol.20 No.2

배경 및 목적: 본 연구는 초등학교 4-6학년 읽기부진아동의 은유유형에 따른 은유이해능력을 살펴보고, 읽기이해능력과의 상관관계를 살펴보고자 하였다. 방법: 본 연구의 대상은 학년과 성별을 일치시킨 초등학교 4-6학년 읽기부진아동과 일반아동 각 21명씩 총 42명을 대상으로 하였다. 은유이해 과제는 은유유형에 따라 지각적 은유와 심리적 은유로 분류하여 40문항으로 하였다. 읽기이해 과제는 한국어 읽기 검사(KOLRA)의 하위과제인 읽기이해 과제를 사용하였다. 결과: 첫째, 읽기부진아동의 은유이해능력이 일반아동보다 낮은 것으로 나타났다. 둘째, 은유유형에 따른 은유이해능력은 차이가 나타나지 않았다. 셋째, 읽기집단과 은유유형의 상호작용 효과는 나타나지 않았으며, 넷째, 은유이해능력과 읽기이해능력의 상관관계를 살펴본 결과, 일반아동은 상관관계가 유의미하지 않았으나 읽기부진아동의 경우 상관관계가 나타났다. 논의 및 결론: 본 연구는 읽기부진아동의 은유이해능력에 대한 어려움을 확인하였으며 읽기이해능력과 은유이해능력의 관계가 있는 것을 확인하였다. 일반아동의 경우 고학년에 은유이해능력이 완성단계에 도달하였다. 그러나 읽기부진아동은 은유이해능력이 낮았으며 읽기 이해와 밀접한 관련을 보여 읽기뿐 아니라 상위언어능력에 어려움을 보인다는 것을 알 수 있었다. 본 연구의 결과는 읽기부진아동의 특성을 파악하고 중재계획을 설정할 때 읽기능력과 더불어 은유이해능력을 살펴보아야 함을 말하며, 나아가 상위언어능력의 확인 및 중재가 반드시 필요하다는 것을 시사한다. Objectives: The purpose of this study was to identify metaphor comprehension according to types of metaphors in poor readers grades 4 through 6. Methods: The participants in this study were 21 elementary school students with poor reading ability and 21 age-matched students with normal reading skills. The metaphor comprehension task was composed of 40 questions (perceptual metaphors, psychological metaphors). The reading comprehen-sion task was taken from the Korean Language based Reading Assessment (KOLRA). Re-sults: First, the poor readers had lower metaphor comprehension compared to the normal children. Second, there was no difference in metaphor comprehension according to types of metaphors. Third, there was no interaction between the reading group and metaphor types. Fourth, the normal readers had no correlation between metaphor comprehension and reading comprehension, whereas the poor readers had a significant correlation be-tween their metaphor comprehension and reading comprehension. Conclusion: The study demonstrated that poor readers had difficulties with metaphor comprehension and that there was a correlation between reading comprehension and metaphor comprehension. The normal children's ability to understand metaphor reached the completion stage in the upper grades. This study suggests that children need to master various linguistic elements, including metaphor comprehension. It seems necessary consider metaphor comprehen-sion when providing an intervention program for poor readers.

읽기부진 아동의 문법형태소 사용력

배소영(So Yeong Pae),김미배(Mi Bae Kim),정경희(Kyung Hee Jung) 한국언어치료학회 2012 言語治療硏究 Vol.21 No.1

This study investigated grammatical morphology of Korean elementary school-aged children with or without poor reading. Twenty-four poor readers (12 first to third graders and 12 fourth to sixth graders) and 24 grade-matched normally-developing students participated in two tasks: eight grammatical morpheme (gm) judgement andproduction tasks, and a text writing task. Poor readers showed a high level of judgment correctness (mean A'=.88) although normal peers performed better (mean A'=.95). In the text writing about their dreams, poor readers used a smaller number of Korean grammatical morphemes than normal readers and a higher rate of gm errors than normal peers. These group differences in the lower grades continued to the upper grades. Poor readers revealed lower ability in both noun-related gm (josa) and predicate-related gm (emi) than their peers. Grammatical morphemes seem to be related to Korean poor reading and SLPs need to be aware of grammatical morphemes in reading difficulties.

다문화가족 자녀 언어촉진교육 효과에 대한 질적 연구

정경희(Kyung Hee Jung),황상심(Sang Shim Hwang),배소영(So Yeong Pae),김미배(Mi Bae Kim) 한국언어치료학회 2015 言語治療硏究 Vol.24 No.4

Purpose: This study investigated the effectiveness of language facilitation in terms of maintenance after active education in various social contexts and possible areas for extended support for children with multicultural backgrounds in Korea.Method: Twenty-eight adults including parents, grandmothers, teachers, and language facilitators participated in face-to-face in-depth interviews. Conversational data were transcribed within 10 days after the interviews and were coded by constant comparative method. Results: Four themes were extracted: necessity of language facilitation, positive effects of language facilitation, sustaining problems after the service period, and the need for continuing service. In general, facilitating the children's language and communication seemed to be effective for their social adaptation and meaningful to trigger the support system. However, language and communication facilitating services need to be sustained and extended to various social contexts considering a child's developmental pattern: full adaptation, transition from basic communication to academic language, sustained language and academic support, and transition to other professional service. The results of the study through in-depth interview are as follows. First, the children who received language facilitation services and thereby maintained normal development usually maintained language and learning abilities. Second, some children had difficulties with narrative skills or reading and writing skills, though without communication problems. Third, even after language facilitation service, the importance of sustained support and follow-up for children with multicultural backgrounds in the critical stages of development is emphasized, especially for children with language problems after the service period.Conclusion: Language facilitation service for children from multicultural families seemed to be very effective and followup service exploiting various support systems and further research on follow up service are needed.

N,N´-Oxalyl bis[1-ethyl-6-fluoro-1,4-dihydro-4-oxo-7-(1-piperazinyl)quinoline-3-carboxylic acid]의 합성 및 그의 항균작용과 약동역학

김미배,김기호 중앙대학교 약학연구소 1994 약학 논총 Vol.8 No.-

Norfloxacin is a fluoroquinolone antibiotic with wide spread therapeutic application because of its broad spectrum if antibacterial activity, oral effectiveness, and low incidence of serious adverse effects. Studies over the past few years established several fluoroquinolones, including norfloxain. But they have often resistance and some of the problem of pharmacokinetics. In order to find more potent and safe drugs, a bivalent ligand was synthesized by the reaction of norfloxacin with oxaylchloride, and evaluated for MICs and the serum concentrations were determined by HPLC. Oxalyl-bis-norfloxacin was shown more potent than norfloxacin in MICs at Pseudomonas aeruginosa snd Klebsiella pneumoniae.