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.

예비언어재활사의 성인언어재활에 대한 인식과 요구도를 통한 교과과정 개발 방향 탐색

박현린 ( Hyunrin Park ),권미지 ( Miji Kwon ),손은남 ( Eunnam Sohn ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.6

본 연구는 성인 대상의 의사소통 평가 및 중재에 대한 예비언어재활사들의 인식과 경험을 살펴 현장의 실태를 파악하고, 이와 관련된 교육에 대한 요구도를 살펴보고자 실시되었다. 국내 4년제 대학 네 곳의 언어재활관련 학과에 재학중인 131명의 예비언어재활사의 설문지를 분석하였다. 설문지는 연구대상자 정보 5문항, 인식에 대한 문항 4문항, 교육 요구도에 대한 문항 5문항, 평가 및 중재 경험에 대한 문항 2문항으로 이루어졌다. 연구 결과, 성인언어재활에 대해 중요하다(매우 그렇다, 그렇다)고 응답한 학생이 약 90%이상이었음에도 불구하고, 평가 및 중재에 자신있다(매우 그렇다, 그렇다)고 응답한 학생이 약 26%에 불과하였다. 또한, 실습을 한 학생들 중 성인언어재활과 관련한 중재 경험이 있는 학생은 20%를 웃도는 수준이었으며, 이와 관련된 추가 교과목 개설에 대해 65% 이상이 필요하다고 응답하였다. 본 연구를 바탕으로 예비언어재활사들이 성인언어재활에 대한 중요성을 인식함에도 임상실습 수업 내에서의 경험 부족으로 인해 자신감이 결여되있음을 알 수 있었다. 대학 교육에서 성인언어재활과 관련된 실습이 효과적으로 이루어질 필요가 있을 것이다. 추후 이에 대한 전문가 집단의 질적 연구가 필요함을 제언하였다. This study was conducted to examine the perception, experience, and educational needs of pre-service SLPs for language evaluation and intervention for adults. We analyzed questionnaires from 131 pre-service SLPs enrolled in language rehabilitation-related departments at four universities. The questionnaire consisted of 5 questions about subject information, 4 questions about perception, 5 questions about educational needs, and 2 questions about evaluation and intervention experience for adults. As a result of the study, although more than 90% (strongly agree, agree) of the students who answered that speech-language rehabilitation for adults is important, only about 26% of the students who answered that they were confident in evaluation and intervention for adults. Also, only about 20% of the students who did the practice had experience with adult intervention. In addition, more than 65% of students answered that they needed additional educational program related to language rehabilitation for adults. Based on this study, it was found that although pre-service SLPs recognize the importance of language rehabilitation for adults, they lack confidence due to lack of experience in clinical practice subject. In university education, adult speech-language rehabilitation program should be effectively learned through practical subjects. In addition, we suggest that qualitative research in expert groups will be required later.

가상현실 및 증강현실 기술을 기반으로 한 매체의 교육적 효과에 대한 국내 동향 연구

박현린(Park Hyunrin),손은남(Sohn Eunnam) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.5

본 연구는 가상현실 및 증강현실 기술을 기반으로 한 매체의 교육적 효과를 살펴본 국내 연구를 분석하여 이들 매체가 어떠한 교육적인 효과가 있는지를 살펴봄과 동시에 앞으로의 연구 방향을 제시하고자 하였다. 본 연구의 논문 선정 기준에 따라 2019년 2월부터 10월까지 가상현실 16편, 증강현실 22편 총 38편의 논문을 분석하였다. 교육과정에 따른 분류 결과 가상현실 논문은 대학교육 이상 56%, 중등교육 18% 순이며, 증강현실 논문은 초등교육 45%, 유아교육 27% 순이었다. 이와 같은 차이로 인해 자료 측정 방법에서도 증강현실 논문의 경우 행동관찰의 비율이 높은 것을 살펴볼 수 있었다. 교육적 효과 분석 결과 학습태도, 만족도 및 집중도에서 이들 매체가 상당한 교육적 효과가 있음을 살펴볼 수 있었으나, 학업성취 점수에서는 두 매체 모두 유의미한 효과를 찾을 수 없었던 연구가 상당한 비율로 있음을 알 수 있었다. 선행연구들 간의 교육적 효과의 차이에 대해 살펴보고 추후 연구를 위해 어떠한 것들이 고려되어야 할지 논의하였다. This study aims to analyze Korean studies that examined the educational effect of medium based on virtual reality and augmented reality technology while simultaneously presenting a direction for future research. Following the paper selection criteria, this study analyzed a total of 38 papers including 16 on virtual reality and 22 on augmented reality from February to October 2019. The results of categorization by educational curriculum showed that virtual reality papers were 56% for university education and above 18% for middle school education, and augmented reality papers were 45% for elementary education and 27% for preschool education. Due to participant differences, we found that for the method of measuring data, in the case of augmented reality papers, behavioral observation was used the most. The results of the educational effect analysis showed that these mediums had a significant educational effect on study attitude, satisfaction, and concentration. However, a significant number of studies found that neither of the mediums had a meaningful effect on academic achievement scores. We examined the differences between the educational effects in precedent research and discussed what needs to be considered in future research.

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.

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.

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.

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.

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.

초등학교 저학년의 읽기 관련 변인이 초등학교 고학년의 읽기 이해 성취도에 미치는 종단적 영향력 검토

박현린 ( Hyunrin Park ),이혜승 ( Hyeseung Lee ) 아시아문화학술원 2018 인문사회 21 Vol.9 No.4

본 연구는 초등학교 저학년의 읽기 관련 변인 및 읽기 과제의 성취도가 고학년의 읽기이해 능력에 어떠한 영향을 미치는지 살펴보고자 이루어졌다. 이를 위해 79명의 일반아동을 대상으로 초등학교 2학년 시기와 고학년이 된 4학년 시기에 걸쳐 총 2번의 조사를 실시하였다. 초등학교 4학년 시기의 읽기 이해 성취를 종속변인으로 하고 초등학교 2학년 시기의 읽기이해, 단어재인, 어휘, 음운인식(음절 및 음소인식), 시각처리과제, 철자인식 과제, 명명속도 과제를 예측변인으로 하여 회귀분석을 실시하였다. 그 결과 초등학교 2학년 시기의 읽기 이해 과제, 음소인식과제, 시각처리 과제의 점수가 초등학교 4학년 시기의 읽기 이해를 유의미하게 예측하는 것으로 밝혀졌다. 본 연구의 결과는 초등학교 고학년 시기이후 읽기 이해에 어려움을 가질 위험이 있는 아동들을 조기 선별하는데 필요한 기초자료를 제공해준다는 점에서 의의가 있다. The purpose of our study was to identify the longitudinal effects of reading related variables in second grade on reading comprehension ability in fourth grade. For this study, 79 children were surveyed twice during the second grade and the fourth grade of elementary school. Regression analysis was conducted to determine how each factors would predict reading comprehension of fourth grade’s time. The score of reading comprehension in the fourth grade was used as a dependent variable and the score of reading comprehension, word recognition, vocabulary, phonological awareness, visual processing task and orthographic awareness task was used as predictor variables. As a result, it was found that reading comprehension task, phoneme awareness task, and visual processing task scores in the second grade significantly predict reading comprehension in the fourth grade. This study is meaningful in that it provides the basic data necessary for early stage of reading in Korean children at risk of difficulty in reading comprehension.

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.