초등 3-4학년 아동의 문단글 읽기 정확성, 속도와 언어능력 간의 관계

김미배 한국자료분석학회 2017 Journal of the Korean Data Analysis Society Vol.19 No.2

The purpose of this study is to investigate the characteristics of the reading fluency of the elementary 3rd and 4th graders by dividing them into their accuracy and speed. The correlation relations were analyzed between their overall reading fluency, speed, accuracy and other variables. As a result, no significant difference was found in their reading fluency, decoding, language ability. Their overall performance of reading fluency and speed found to be significantly correlated with their vocabulary, phonological awareness, and rapid automatized naming. But, their accuracy was not shown to be significantly correlated with them. Among the third graders, their overall reading fluency and speed were found to be correlated with their vocabulary, phonological awareness, and rapid automatized naming. The fourth grader's overall performance of reading fluency was shown to be correlated with their vocabulary, rapid automatized naming (letters), and decoding (grapheme-phoneme correspondence). The results suggest that their reading fluency should be divided into their speed and accuracy. In addition, they provide some implications for variables that affect their speed and accuracy. 본 연구는 초등 3,4학년 아동의 읽기유창성을 정확성과 속도로 나누어 특성을 살피고 언어능력과의 상관성을 살펴보고자 하였다. 지능, 언어, 읽기에 어려움이 없는 초등 3, 4학년 아동을 대상으로 읽기유창성, 해독, 어휘, 음운인식, 음운기억, 빠른 이름대기 능력을 측정하고 읽기유창성 전체, 속도, 정확성과 다른 변인의 상관을 분석하였다. 그 결과 3학년과 4학년 아동은 읽기유창성, 해독, 어휘, 음운인식, 음운기억, 빠른 이름대기에서 유의미한 차이를 보이지 않았다. 읽기유창성과 해독, 언어능력의 상관을 살펴보았을 때 읽기유창성 전체 수행력과 속도는 어휘, 음운인식, 빠른 이름대기와 유의미한 상관이 나타났으며 정확성은 유의미한 상관을 보이지 않았다. 학년에 따라 속도와 정확성 측면에서 다른 양상을 보였는데 3학년은 읽기유창성 전체 수행력과 속도에서 어휘력, 음운인식, 빠른 이름대기 글자가 상관이 있는 것으로 나타났다. 정확성은 다른 변인과 상관이 나타나지 않았다. 4학년 읽기유창성 전체 수행력은 어휘력, 빠른 이름대기 글자, 해독(자소-음소 일치형 낱말)과 상관이 나타났다. 정확성은 빠른 이름대기와 유의미한 상관을 보였다. 이와 같은 결과는 읽기유창성을 속도와 정확성으로 나누어 살펴보아야 한다는 것을 의미하며 속도와 정확성에 영향을 미치는 변인에 대한 기초자료를 마련하여 평가와 중재에 시사점을 제공한다는 데 의의가 있다.

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.

초등 읽기부진 아동의 읽기특성

김미배,배소영 한국언어청각임상학회 2012 Communication Sciences and Disorders Vol.17 No.4

배경 및 목적: 본 연구에서는 저학년과 고학년 읽기부진 아동의 읽기이해, 음운해독, 읽기유창성, 듣기이해, 음운기억, 빠른 이름대기, 음운인식, 어휘력의 특성을 살펴 읽기부진 아동의 평가 중재에 도움이 되는 기초자료를 제공하고자 하였다. 방법: 초등 저학년(1∼3학년) 45명, 고학년(4∼6학년) 38명, 총 83명의 읽기부진 아동과 학년, 거주지역을 일치시킨 일반아동 83명을 대상으로 하였다. 먼저 낱말에서의 음운해독과 문단글 읽기유창성을 측정하여 글자를 읽는 능력에서의 특성을 살펴보았다. 그리고 이해력면에서 듣기 및 읽기이해능력이 일반아동과 비교하여 저학년과 고학년에 어떠한 특성을 보이는지 살펴보았다. 마지막으로 읽기에 관련이 깊다고 보고된 어휘, 음운기억, 빠른 이름대기, 음운인식의 수행력을 살펴보았다. 결과: 읽기부진 아동은 일반아동보다 음운해독과 문단글 읽기유창성에서 낮은 수행력을 나타냈다. 음운해독능력은 고학년에서 일반 아동과 유의미한 차이를 보이지 않은 반면 읽기유창성은 고학년에서도 일반아동과 유의미한 차이가 나타났다. 읽기부진 아동은 저학년과 고학년 모두 듣기 및 읽기이해에 어려움을 보였다. 읽기부진 아동은 어휘, 음운기억, 빠른 이름대기, 음운인식 모두에서 일반아동보다 유의미하게 낮은 수행력을 보였다. 논의 및 결론: 읽기부진 아동은 고학년에 이르러 일반아동과 같은 음운해독력을 보이고 읽기유창성, 듣기 및 읽기이해에서는 저학년과 고학년 모두에서 어려움을 보였다. 이는 일반아동은 저학년에서 높은 음운해독력을 보이는 반면 읽기부진 아동은 고학년에 이르러 낱말의 음운해독력이 향상된다는 것을 의미한다. 그러나 읽기부진 아동의 읽기유창성은 저학년과 고학년 모두에서 일반아동과 유의미한 차이를 보여 글을 유창하게 읽는 것은 고학년까지 어려움을 보이는 것으로 나타났다. 또한 읽기부진 아동은 저학년과 고학년 모두에서 듣기 및 읽기이해력에 어려움을 보여 고학년까지 이해의 문제가 지속되는 것으로 나타났다. 읽기관련 능력인 어휘, 음운기억, 빠른 이름대기, 음운인식에서도 어려움을 보여 읽기평가 및 중재에 이러한 능력을 포함할 필요가 있음을 알 수 있었다. 이와 같은 결과는 읽기부진 아동의 평가 및 중재에 유용한 기초 자료로 활용될 것이다. Background & Objectives: This study aimed at providing basic data that aids the assessment and intervention of early and high elementary school poor readers by examining characteristics including reading comprehension, decoding, reading fluency, listening comprehension non-word repetition, rapid automatic naming, phonological awareness and vocabulary. Methods: The study subjects included 83 poor readers, 45 children in early elementary school (grade 1-3) and 38 children in high elementary school (grade 4-6), as well as 83 normal children in the same grade and residential area. Results: Poor readers had lower performance than normal children in decoding and text reading fluency. However, decoding ability did not reveal a significant difference in poor readers in the high elementary school grades compared to normal children, whereas the problem of reading fluency persisted into the high elementary school grades. Poor readers displayed difficulty in reading comprehension in both early and high elementary school grades. Poor readers showed significantly lower performance than normal children in all criteria including listening comprehension, vocabulary, non-word repetition, rapid automatic naming and phonological awareness. In particular, only the poor readers in early elementary school displayed significantly lower skills in non-word repetition than normal children. Discussion & Conclusion: Poor readers in both early and high elementary school displayed difficulty in reading comprehension. They showed lower abilities than normal children in decoding, reading fluency, and listening comprehension, which are necessary for reading comprehension. Decoding did not show any difference in poor readers in high elementary school compared to normal children, thus apparently the stage of learning to read is extended to the high elementary school grades. Because poor readers develop decoding skills, they do not show differences as compared to normal children in high elementary school, but since they face difficulties in reading fluency, listening and reading comprehension until high elementary school, indicates that poor readers experience difficulty in developing the comprehension stage into the high elementary school grades. Additionally, because poor readers display difficulty in vocabulary, non-word repetition, rapid automatic naming, and phonological awareness, which are related to word and text reading and also listening and reading comprehension, these abilities should be included in reading evaluation and intervention. The results from the present study can be used as basic data which could aid in the assessment and intervention of poor readers.

학년에 따른 읽기부진 아동의 듣기이해능력

김미배,배소영 한국언어치료학회 2012 한국언어치료학회 학술발표대회 논문집 Vol.2012 No.12

초등 저학년 저소득층 아동의 명사·동사 정의하기 능력

김미배 한국자료분석학회 2014 Journal of the Korean Data Analysis Society Vol.16 No.6

본 연구는 초등 저학년 저소득층 아동의 정의하기 능력을 명사, 동사에서 살펴 언어적 환경에서 취약한 저소득층 아동의 언어적 지원에 대한 기초자료를 마련하고자 하였다. 1-3학년 저소득층 아동과 학년을 일치시킨 일반아동 총 36명을 대상으로 명사와 동사 정의하기 능력을 살펴보았다. 그 결과 저소득층 아동은 어휘지식을 통제하였을 때에도 일반아동보다 정의하기 수행력에서 어려움을 보였다. 품사에 따라 살펴보았을 때 명사에서는 어려움이 나타나지 않았으나 동사 정의하기에서는 일반아동보다 낮은 능력을 보여 동사 정의하기에서 더 어려움이 있다는 것을 알 수 있었다. 또한 일반아동과 같이 보통명사 정의하기보다 추상명사 정의하기를 더 어려워하는 것으로 나타났다. 동사 유형에 따라 살펴보았을 때 저소득층 아동과 일반아동 모두 동작동사보다 상태동사 정의하기를 더 어려워하는 것으로 나타났다. 또한 저소득층 아동은 동작동사와 상태동사 모두에서 일반아동보다 낮은 수행력을 보여 동사유형 모두를 살펴야 한다는 것을 알 수 있었다. 본 연구의 결과는 저소득층 아동의 정의하기 능력을 다양한 측면에서 살펴 저소득층 아동의 언어적 지원에 대한 지침을 마련하였다는 것에 의의가 있다. The purpose of this study is to identify capability of lower grade children to define nouns and verbs, who come from low income family. Participants are total 36, 1-3 grade children from low income families and normal families and the number of children of both group in each grade is exactly the same. The findings are as followings; For general definition capability of words, children in the low income group have lower definition capability than children in the control group despite that fact that knowledge of vocabulary is controlled. For word class, low income group children have little difficult to define nouns while they show low capability to define verbs compared to the control group children. It suggests that children in the low income group struggle for defining verbs. For the types of verbs, the finding indicates that children in both group have difficulties in defining static verbs, rather than action verbs. However, children from low income families show lower defining capabilities in both areas, compared to children from the control group. The findings suggests that all types of verbs shall be considered. It is worthwhile to note that this study identifies capability of low income families' children to define words from many perspectives and prepares directions to support language development of children from low income families.

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.

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

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.

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.