The Characteristics of Reading-related Skills in Poor Comprehenders, Poor Readers and Normal Readers in Hangul

박현린,Park, Hyun-Rin The Society of Digital Policy and Management 2015 디지털융복합연구 Vol.13 No.3

지금까지의 읽기장애 연구에서는 문자언어 음독의 정확성과 속도 즉 해독(음독)능력에 어려움을 가진 난독증(dyslexia)을 대상으로 한 연구에 초점이 맞추어져 있었으나 최근의 보고에 따르면 음독능력에는 어려움을 가지지 않음에도 불구하고 특수하게 읽기 이해력만이 저하되는 특정 읽기이해부진아동의 사례가 보고되고 있다. 이에 본 연구에서는 음독능력은 저하되지 않으나 읽기 이해력만이 특수하게 저하되는 읽기이해부진 아동과, 음독능력과 읽기 이해력 모두 저하되는 읽기부진 아동의 특징을 비교검토 하였다. 그 결과 읽기부진아동이 음운인식 과제와 음운 작업기억 과제 모두에서 유의하게 낮은 수행을 보인 반면 특정 읽기이해부진아동 집단의 경우 음운 작업기억의 유의한 저하만이 나타나는 것을 확인할 수 있었다. 본 연구결과를 토대로 읽기 이해력 장애아동의 특성에 대한 시사점을 논하였다. We assessed reading-related skills in children with reading comprehension difficulties ("Poor comprehenders"), word decoding difficulties ("Poor decoders") and normal readers, matched for age and nonverbal IQ. The reading-related skill tests used in our study are phonological processing, visual processing test, and receptive vocabulary test. The authors argue that children who had difficulty in reading comprehension had lower scores only on the phonological short-term memory test compared with normal readers, although their performance on receptive vocabulary and visual processing tests are comparable to normal readers. The results of our study revealed that poor decoders had lower scores on the phonological processing, visual processing, and receptive vocabulary tests.

Survey on the Perception, Needs, and Experience of Literacy Assessment and Intervention of Korean Speech-Language Pathologists

박현린(Hyun-Rin Park),정경희(Kyung Hee Jung),배소영(Soyeong Pae),윤효진(Hyojin Yoon) 한국언어청각임상학회 2019 Communication Sciences and Disorders Vol.24 No.2

배경 및 목적: 본 연구는 문해 평가 및 중재에 관한 언어재활사의 인식, 요구도 및 경험에 대한 설문조사를 통하여 언어재활현장에서의 문해 평가 및 중재 현황을 살펴보고 더불어 어떠한 교육적인 요구가 있는지를 살펴보고자 하였다. 방법: 언어재활사협회 회원으로 등록된 언어재활사 중 설문에 응답한 757명을 연구대상으로 하였다. 설문은 응답자 기본정보, 문해관련 지식 및 교육 경험, 문해 평가 및 중재에 대한 필요성 인식과 교육 요구도, 문해 평가 및 중재 경험으로 구성되었다. 결과: 현장 언어재활사들 중 약 90%가 문해 평가 및 중재가 언어재활의 중요한 영역임을 인식하고 있음에도 불구하고 전문가로서의 지식이 있다고 응답한 비율은 약 40%에 불과하였다. 또한 전체 중 90% 이상이 관련 교육 참여를 희망한다고 응답하였다. 대다수의 언어재활사들은 임상현장에서 문해 평가 및 중재가 필요한 사례를 본 경험이 있으나, 문해 평가로 이어진 경우는 이들 중 64%가량이었다. 언어재활사들은 학력과 경력이 높을수록 문해지식의 정도가 높다고 인식하였으며, 문해관련 교육 경험과 사례 경험이 있을 경우 그렇지 않은 경우에 비해 문해지식의 정도가 높다고 인식하고 있었다. 한편 대부분의 언어재활사들은 학력, 경력, 교육이나 사례 경험 여부와 상관없이 문해교육이 매우 필요하다고 답한 경우가 상당히 높아(95%-98%) 임상현장에서의 높은 요구를 살펴볼 수 있었다. 논의 및 결론: 본 연구 결과로부터 추후 관련 교육의 확대 및 환경적 개선이 이루어지기를 기대해 본다. Objectives: This survey study focused on speech-language pathologists’ (SLPs) knowledge, perception, needs, and experience regarding literacy assessment and intervention. Methods: Among SLPs registered in the Korean Association of Speech-Language Pathologists (KSLP), 757 SLPs participated in this survey. The survey consisted of the respondents’ background information; knowledge of and educational background in literacy assessment and intervention; perception of the need for literacy assessment and intervention, along with the requirement for relevant training; and experiences with literacy assessment and intervention. Results: Only 40% of the respondents reported that they have adequate expertise in literacy assessment and intervention, although about 90% realized the importance of literacy as SLPs. Over 90% of the respondents were willing to participate in relevant training programs. Even though most SLPs had encountered clinical cases requiring literacy assessment and intervention, only 64% of these cases received literacy assessments. Moreover, SLPs perceived they had a higher level of knowledge about literacy if they had more academic degrees, longer careers, had taken more classes regarding literacy, and more experience in the area of literacy. It is also noteworthy that most of them (95%-98%) responded indicating a willingness to participate in continuing education on literacy regardless of the aforementioned factors (i.e., academic credentials, career, former education, and clinical experience). These findings indicate a high demand for literacy-related training for SLPs. Conclusion: From this study there seems to be an urgent need to develop and implement comprehensive training programs covering issues such as literacy related education and other systematic improvements for SLPs.

초등학교 1학년 아동의 독해력과 읽기관련 변인, 음독 능력과의 관계에 관한 연구

박현린(Hyun Rin Park) 한국언어치료학회 2013 言語治療硏究 Vol.22 No.3

The purpose of this study was to clarify the contribution of vocabulary, phonological awareness, and phonological short-term memory to reading comprehension in Korean first-grade children. Additionally, we also examined the contribution of reading speed and reading accuracy to reading comprehension. One-hundred-and-two children in the first grade were examined in measures of reading comprehension, reading aloud (reading accuracy, reading speed), receptive vocabulary, syllable deletion, and non word repetition. The results of multiple regression analysis indicated that both receptive vocabulary and phonological awareness predicted unique variance in reading comprehension in Korean. However, phonological short-term memory was not revealed as a unique predictor of reading comprehension. Furthermore, reading speed was also selected as a factor to predict reading comprehension. We found that receptive vocabulary and phonological awareness in early stage reading make an important contribution to the determination of children’s comprehension skills. It is possible that children who have difficulties in reading speed reveal difficulties in reading comprehension. This study may contribute in deepening our understanding of certain important characteristics of predictors of Hangul reading comprehension.

한국어 추상어 이해 검사의 문항개발에 관한 예비 연구

박현린(Hyun Rin Park),이미경(Mi Kyoung Lee),황보명(Bo Myung Hwang),손은남(Eun Nam Sohn) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: The purpose of the present study is to develop a Korean-Comprehension test of Abstract Words(K-CTAW) that can be applied to a wide range of learners ranging from school age children to adults. Methods: After selecting 31 abstract words (target words) included in the Korean-Comprehension test of Abstract Words, preliminary tests for selection of phonological similar words(PSW) and semantic similar words(SSW) were conducted for judgment of the types of errors of word-meaning comprehension problems. Questionnaire surveys for 248 word pairs-124 (31 x 4) words pairs with PSW and 124 (31 x 4) words pairs with SSW-were conducted with 110 university students from 1st to 4th grades. The students were requested to judge whether individual word pairs were similar in phonology/meaning and give scores through 5-point Likert scales. Results: Based on the results of the preliminary tests, PSW and SSW for judgment of error types of 31 abstract words could be selected. One set was comprised of six words-two words that received the highest score as PSW, two words that received the highest score as SSW, one meaningless word, and an one target word-. Conclusions: Since the present study is a preliminary study for development of questions, to develop test tools, the validity and reliability of the tests should be estimated and additional procedures for the estimation should be necessary. Through the present development of tests, if it is judged whether the problems in understanding abstract words is due to similarity in phonology or due to similarity in semantic not only tasks to judge whether the comprehension of abstract words is correct or not but also in tasks to hear words and find concepts corresponding to the words, objective evaluation methods can be presented for problems experienced by speech therapists at clinics.

학교와 가정의 사회 심리적 환경 변인이 저성취 초등학생의 학업성취에 미치는 효과

박현린 ( Hyun Rin Park ),김누리 ( Noo Ree Kim ) 한국아동교육학회 2015 아동교육 Vol.24 No.2

본 연구는 초등학교 저성취 학생의 학업성취에 영향을 미치는 학교와 가정의 사회 심리적 환경 변인을 탐색하는 것을 목적으로 하였다. 한국교육종단연구에서 2013년 수집된 데이터를 토대로 초등학생 7,280명을 분석대상으로 하였으며 기초학력평가 결과, 국어와 영어, 수학 과목 중 한 과목이라도 하위 10%에 속한 학생들을 ‘기초학력저하군’ 그 외의 학생을 ‘일반집단’으로 구분하였다. 분석을 위하여 학교 사회심리적 변인에는 수업방식, 수업분위기, 교사특성, 교사와의 관계 항목을, 가정 사회심리적 변인에는 부모의 학업지원과 부모자녀 상호작용의 항목을 선정하였다. 그 결과, 모든 변인에서 ‘기초학력저하군’에 비해 ‘일반집단’의 평균값이 높았으며 ‘성취압력’과 ‘부모자녀 상호작용’을 제외한 모든 변인에서 집단 간 유의미한 차이가 나타났다. 다음으로 초등학생의 기초학력 수준에 따른 영향 변인을 탐색하기 위해 로지스틱 회귀분석을 실시하였고 그 결과 기초학력 도달 여부에 가장 높은 영향력을 행사하는 변수는 ‘교사지원’이었으며 다음으로는 ‘수업분위기’인 것으로 나타났다. 한편 부모의 학업지원은 학생들의 기초학력에 부정적인 변수로 작용하는 것으로 밝혀졌다. 이러한 결과를 중심으로, 각 변수를 측정하는 세부 항목들을 고려한 논의 및 교육적 함의를 제시하였다. The purpose of the study was to investigate which Sociopsychological Environments of School and Home factors influenced on the elementary Students`` achievement. For the study 7,280 students`` data from data of Korean Education Longitudinal Study 2013(KELS) were selected and analyzed. This Study was Korean, English, students included one and neck, even in the lowest 10% in mathematics “low achievement group" the other was divided into “general group". This Study selected School sociopsychological variables ‘teaching methods``, ‘classroom atmosphere``, ‘teacher characteristics``, ‘the relationship between the teacher`` and Home sociopsychosocial variables chose ‘the academic support of the parents`` and ‘parent-child interaction``. The findings from t-test analysis indicate that students with low achievement showed the low level sociopsychological Environments of School and Home. This study attempted to make logistic regression model for predicting pass or fail in achievement test. The factors were examined through a logistic regression analysis. The results of this study were examined in the discussion section in detail.

말더듬과 언어능력의 관련성에 대한 문헌 연구

박현린(Hyun Rin Park),손은남(Eun Nam Sohn) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.4

Purpose: This study investigated the association between stuttering and language development by conducting literature research and by investigating and summarizing research published in Korean and international journals related to speech-language pathology. Methods: Forty-nine papers (24 Korean, 25 international) about the difference between persons with and without stuttering were selected from speech language pathology journals from 1991 until now; the trends between Korean and international research were then compared. Results: From 21 papers (8 Korean and 13 international papers) investigating the aspect of stutters’ semantics, only two Korean and four international papers were found that showed a meaningful difference between persons with and without stuttering. In the case of syntax studies, only one international paper revealed a meaningful difference between the two groups. There were no Korean papers that showed a meaningful difference between two the groups after 2013. In the case of studies in phonology, which included three Korean papers and five international papers, only two domestic papers reported a meaningful difference between the two groups. In studies on pragmatics, which included seven Korean papers and five international papers, only four Korean papers reported a meaningful difference between the two groups. In the case of studies on other areas, which included two Korean and two international papers, one Korean and on international paper showing a meaningful difference between the two groups was found. Conclusions: In semantics and syntax, both Korean and international papers reported no difference between persons with and without stuttering. But in phonology and pragmatics, different results were seen between Korean papers and international papers.

단어와 비단어 읽기 유창성 예측요인에 관한 횡단연구

박현린(Hyun Rin Park),우노 아키라(Akira Uno) 한국언어치료학회 2012 言語治療硏究 Vol.21 No.3

This paper presents a cross-sectional study from grade one to four of 424 normal children and aims to clarify the characteristics of cognitive abilities as predictors of word and non-word fluent reading development. Phonological process tasks, visual cognitive ability tasks, receptive vocabulary, and naming speed were administered to children. The results showed that the factors of naming speed, syllable awareness, and vocabulary contributed uniquely to word reading fluency in Grade 1, while the factors of naming speed, and syllable awareness contributed uniquely to word reading fluency in Grade 2. In addition, the factor of naming speed and vocabulary contributed uniquely to word fluency in Grades 3 and 4. With regard to non-word reading fluency, the factors of naming speed, syllable awareness, and receptive vocabulary were unique predictors in Grade 1. The factors of naming speed, syllable awareness, and phoneme awareness contributed uniquely to non-word reading fluency in Grade 2. And, the factor of naming speed was only a unique predictor in Grade 3, while the factors of naming speed and vocabulary contributed uniquely to non-word reading fluency in Grade 4. For Hangul, little is known about the characteristics of predictors of fluency reading in development. Nevertheless, our findings suggest that relative importance of underlying skills as predictors of word and non-word reading fluency may change during the course of development.

언어재활전공 교과과정의 국내 현황 조사

박현린(Hyun Rin Park),황보명(BoMyung Hwang),김향희(HyangHee Kim),장선아(Son A Chang),최성희(Seong Hee Choi),김재옥(Jaeock Kim),김효정(Hyo Jung Kim),박희준(HeeJune Park) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.3

배경 및 목적: 국내 대학에 언어재활전공이 처음 개설된 1988년을 기점으로 2018년 현재 총 50개의 대학(대학교, 전문대학, 대학원)에서 총 87개의 프로그램이 운영되고 있다. 이러한 양적 팽창이 이루어진 현 시점에서 각 프로그램들의 운영 현황을 살펴보고 미래를 준비하는 노력이 필요할 것으로 판단된다. 이에 본 연구에서는 전국 대학에 개설되어 있는 언어재활전공 교과과정 현황을 분석하여 기초 자료를 제공하고 우수한 언어재활사 양성을 위한 미래의 방향 모색을 위한 초석을 마련하고자 하였다. 방법: 대학교, 전문대학, 대학원에 언어재활전공이 개설된 학교에 대학의 기본정보, 2015년에서 2017년 사이의 전공 교과목 개설 현황, 교과과정에 대한 수요 등의 내용이 포함된 설문지를 2차에 걸쳐 배포하였다. 설문에 응하지 않은 학교들을 제외한 후, 1차 설문지 내용은 총 43개 프로그램을 대상으로 분석하였고 2차 설문지 내용은 총 33개 프로그램을 대상으로 분석하였다. 결과: 세 가지 학제별 교과과정을 살펴본 결과, 대학교와 전문대학 중 언어재활사 자격 이외의 자격증 과정을 개설하고 있는 대학의 경우 개설 교과목 수가 상대적으로 많은 것으로 나타났다. 대학의 상황에 따라 분반 운영 및 전공선택과 전공필수 구분 등에 있어서 편차가 많은 것을 알 수 있었다. 대학교와 대학원 과정의 교과 과정 수요 분석에서는 학령기, 노인(노화), 보완대체의사소통, IT 등의 키워드가 공통적으로 포함된 것을 알 수 있었다. 논의 및 결론: 본 연구자료는 국내 언어재활전공의 교과과정 현황을 살펴봄과 동시에 추후 질 높은 언어재활사 양성을 위한 교과과정을 제시함에 있어 기초 자료로서 활용되기를 기대해본다. Objectives: Since 1988, when the Department of Speech-Language Pathology was first established at a university, a large number of speech-language pathologists (SLPs) have been trained. As of March 2018, there are 87 programs in 50 schools offering associate’s degree, bachelor’s degree, and/or master’s/doctoral degree. In order to support the continued growth of the SLP programs, we believe it is necessary to assess the present operation status of all SLP programs. In this study, therefore, we surveyed the current curriculum of each program, and tried to lay out future direction that the SLP programs need to pursue. Methods: We sent out the questionnaires twice to all the programs. The questionnaires included the following: information about the program (e.g., number of faculty members), the status of the existing curriculum during the period of 2015-2017 academic years, and the curriculum improvement proposals from the program faculty members. After excluding the schools that did not respond or filled the questionnaire incorrectly, the contents of the first and second questionnaires were analyzed on 43 programs and 33 programs, respectively. Results: The questionnaire responses revealed that there were relatively larger number of curriculum subjects in associate’s degree programs than bachelor’s degree programs because the associate’s degree programs tended offer other certification courses in conjunction with the SLP program. It was also found that some SLP programs limited number of students in a class to offer better student support and offered different sets of electives and mandatory courses. In the analysis of the curriculum improvement proposals, it was found that the most common keywords included ‘school age’, ‘elderly/aging’, ‘augmentative and alternative communication’, and ‘IT (information technology)’. Conclusion: In this study, we provide the picture of the current SLP programs in Korea. The results of this study could be used as the basis for the SLP programs’ continued improvement in the future.

추상어 이해검사의 문항 개발에 관한 예비 연구

박현린(Hyun Rin Park),황보명(Bo Myung Hwang),이미경(Mi Kyoung Lee),손은남(Eun Nam Sohn) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.1

Purpose: The purpose of the present study is to develop items for a Comprehension Test of Abstract Words (CTAW) that can be applied to a wide range of learners ranging from school age children to adults. Methods: After selecting 31 abstract words (target words) included in the CTAW, preliminary tests for selection of phonological similar words (PSW) and semantic similar words (SSW) were conducted for judgment of the types of errors of word-meaning comprehension problems. Questionnaire surveys for 248 word pairs, 124 (31 × 4) words pairs with PSW and 124 (31 × 4) words pairs with SSW, were conducted with 110 university students. The students were requested to judge whether individual word pairs were similar in phonology/meaning and give scores on 5-point Likert scales. Results: Based on the results of the preliminary tests, PSW and SSW for judgment of error types of 31 abstract words could be selected. One set was comprised of six words, two words that received the highest score as PSW, two words that received the highest score as SSW, one meaningless word, and an one target word. Conclusions: Through the present study on development of a CTAW, it will be possible to judge whether the problems in understanding abstract words is due to similarity in phonology or due to similarity in semantics. This study is expected to help develop objective evaluation methods for comprehension of abstract words.

Light field 3D 디스플레이 장치를 이용한 학습매체 개발

최현준(Hyun-jun Choi),김누리(Noo-ree Kim),박현린(Hyun-rin Park) 한국정보통신학회 2019 한국정보통신학회 종합학술대회 논문집 Vol.23 No.2