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RISS 인기검색어
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- 저자 : 안성우 ( Seong Woo Ahn ) (검색결과 70 건)
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부모의 사회,경제적 지위에 따른 아동들의 음운 인식수행 능력 비교 연구
안성우 ( Seong Woo Ahn ),이창환 ( Chang Hwan Lee ),김유 ( Yoo Kim ),신영주 ( Young Ju Shin ),박원경 ( Won Kyung Park ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.3
본 연구는 부모의 사회.경제적 지위가 아동의 음운 인식 능력 발달에 미치는 영향을 조사하는 것이 목적이다. 본 연구에서는 P 시의 소득 수준이 상이한 3지역을 선정하여, 각 지역 초등학교 1학년에 재학중인 아동들을 대상으로 본 연구자들이 자작한 음운 인식 검사 도구를 사용하여, 음운 인식 능력을 측정하였다. 검사는 개별적으로 일대일로 이루어졌으며 각과제의 점수를 백분율로 환산하여 통계 분석에 사용하였다. 집단을 독립 변인으로 하고 각음운 인식 검사 결과를 종속 변인으로 하여 일원 변량 분석 방법과 Scheffe 다중 분석을 실시한 결과는 다음과 같다. 부모의 사회.경제적 지위가 아동의 음운 인식 능력에 많은 영향을 미쳤다. scheffe 사후 검증 분석 결과 부모의 사회.경제적 지위가 상위에 해당하는 아동집단과 중산층 집단 간에, 중산층 집단과 부모의 사회.경제적 지위가 하위인 아동의 집단간, 그리고 상위인 집단과 하위인 아동 집단간에 음운 인식 능력에 큰 차이가 있었다. 본 연구의 시사점은 언어와 관련된 연구와 검사 도구 개발에서는 대상을 표집할 때 아동의 부모의 사회.경제적 지위가 고려되어 표집되어야 만이 표집의 대표성이 확보가 된다는 점이다. There are several factors that could account for children``s phonological awareness ability. Those factors such as phonological units(i.e., syllable, onset-rime, body-coda, phoneme), type of phonological awareness(i.e., isolation, blending, segmentation, deletion, substitution, addition), type of response(i.e., accuracy, rate), characteristic of norm(i.e., age, sex, location of residence, existence of disability, language ability) and parents`` status should be taken into account when it is being developed.. Thus, the effect of thses factors on phonological awareness ability of children need to be examined. The purpose of this study is to investigate the influence of parent``s social economic status on phonological awareness ability in children when phonological awareness assessment is being developed. Students were sampled from three different school in terms of economic status of residence, such as from low class neighborhood, middle class neighborhood, high class neighborhood. Phonological awareness assessment designed by the current researchers were conducted to each student on one to one basis. Results were following. Children``s phonological awareness ability was different according to their parent``s social economical status. The kids from poor neighborhood have poor phonological awareness ability while the children from rich environment have higher phonological awareness ability. This means that parents`` social economical status can account for some of individual variation of phonological awareness ability. Consequently, developer should consider this fact when he or she develop phonological awareness assessment.
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읽기 장애 아동의 읽기 능력 향상을 위한 PREP와 음운 인식 훈련 프로그램의 효과 비교
안성우(Seong-Woo Ahn) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.1
This study compared the effectiveness of Two reading intervention programs, the PASS Reading Enhancement Program(PREP) and repeated reading program, on subsequent reading skills of children with reading disabilities. Thirty second grade children with reading disabilities were randomly assigned to a 5 week phonological awareness, Phonological aware ness activity program All children received 7 hours of one to one instruction in two 40 minute sessions per week for 5 weeks. The two programs compared with the repeated reading porgram which is one of the traditional intervention program to improve reading skills. The two intervention programs are different from each other in the primary domain of reading instruction and the approach to intervention (auditory versus visual stimulus). Results indicated that children in both phonological awareness program and PREP achieved significant gains in word reading skills in comparison to children in the control group which is repeated reading program group. However, phonological awareness program turned out to be more effective than the PASS Reading Enhancement Program on word identification skills. The phonological awareness program group scored higher than the PREP group in reading. Therefore, these findings confirm the phonological awareness deficit hypothesis in reading disabilities. In sum, phonological awareness is an important for early reading. Key Words : phonological awareness
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일반초등학교에 통합된 인공와우이식 아동의 구어능력 및 관련변인 분석
안성우 ( Seong Woo Ahn ),허민정 ( Min Jung Heo ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.1
본 연구의 목적은 학령기 인공와우이식 아동의 구어능력을 어휘 이해 및 표현과 구문으로 나누어서 생활연령에 근거한 구어능력과 청각연령에 근거한 구어능력을 알아보고, 구어능력에 대한 수술연령, 수술전 청각수행력, 인공와우 사용기간, 생활연령, 현재의 청각수행력의 관련성을 분석하여 학령기 인공와우이식 아동의 청각-언어 재활에 대한 기초적 자료를 제공하고, 언어 중재에 대한 시사점을 제시하고자 하는 것이다. 이를 위해 만 5세 이전에 인공와우이식을 받고 초등학교에 재학 중인 인공와우이식 아동 79명을 대상으로 어휘력 검사와 구문의미 이해력검사를 시행하여 생활연령에 근거한 표준점수와 청각연령에 근거한 표준점수를 산출하였고, 언어 영역간 점수 차이를 비교하였다. 인공와우이식 아동의 구어능력에 대한 수술연령, 수술전 청각수행력, 인공와우 사용기간, 생활연령, 말소리 지각력의 관련성을 알아보기 위해서 상관분석과 중다회귀분석을 시행하였다. 분석 결과, 인공와우이식 아동의 생활연령에 근거한 구어능력은 또래 건청 아동에 비해서 매우 낮은 것으로 나타났으며, 특히 형태구문능력에서 큰 결함이 있었다. 청각연령에 근거한 구어능력을 분석한 결과 어휘발달 속도에서 청각연령이 같은 건청 아동보다 빠른 발달을 보였고, 표준점수는 건청 아동의 정상범주에 해당하였다. 관련변인을 분석한 결과, 수술연령과 말소리 지각력이 유의한 영향을 미치는 것으로 나타났다. The purpose of this study were to investigate the oral language abilities of school-aged children with cochlear implants in terms of vocabulary and morpho-syntactic aspects, and to analyze the effects of child-related factors and speech perception on language abilities in these children. The subjects of this study were 79 children with cochlear implants who received the cochlear implantation under age of five and used oral communication, and 114 CA matched normal hearing children. Language abilities were evaluated using the REVT and KOSECT, and were calculated standard scores with reference to both chronological age and hearing age. The effects of child-related factors and speech perception on language abilities were analyzed using correlational analysis and multiple regression. Participants showed oral language delay in standard scores derived from CA, but not in standard scores derived from HA. Among three aspects of language, children with CIs had more difficulties in morpho-syntactics than in receptive and expressive vocabulary. The results of multiple regression revealed speech perception and age at implantation affected oral language abilities of school aged children with CIs. These results showed that continuous and intensive auditory-language education, especially focusing on grammar, is required for school years, and early implantation is helpful for reducing the language delay before implantation.
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학령기 전 아동의 음운인식과 작업기억 구성요소 간의 관련성 분석
안성우 ( Seong Woo Ahn ),허민정 ( Min Jung Heo ),김미경 ( Mi Kyung Kim ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.3
음운인식과 작업기억은 언어, 읽기 학습에 영향을 미치는 요소로 알려져 있다. 최근에는 음운인식능력의 차이를 설명하는 변인에 대한 연구들이 많이 이루어지고 있다. 따라서 본 연구에서는 음운인식능력의 차이를 설명할 것으로 가정되는 작업기억의 구성 성분이 무엇인지를 규명하기 위해 음운인식능력과 작업기억 구성 성분들 간의 관계와 설명 변인에 대해 조사하였다. 이를 위해 전국에서 1,043 명의 유아들을 표집하여 이들 유아들에게 음운인식 검사와 작업기억검사를 실시하였다. 연구 결과는 다음과 같다. 유아의 음운인식능력의 차이는 유아의 작업기억 중 중앙집행기능력의 차이가 가장 잘 설명해주었다. 즉 유아들은 음운인식과제를 수행할 때 작업기억 중 중앙집행기를 가장 많이 사용하였다. 이는 음운인식과제가 단순히 기억 능력을 요구하기 보다는 처리능력을 더 많이 요구한다는 것을 시사한다. 그러나 음운인식과제를 수행할 때 사용하는 작업기억의 구성성분은 연령에 따라 달랐다. 어린 유아들의 경우 음운기억에 더 많이 의존하였고 56개월 이상의 연령대의 유아들은 중앙집행기에 더 많이 의존하였다. There are lots of study to investigate relationship between phonological awareness and phonological memory, and between phonological awareness and short term memory. However research like this study, looking at relationship between phonological awareness and components of working memory, is rare. This study aims to investigate the relationship using ``1,043`` children aged between 49 months and 84 months old. Several tests were conducted to these children measuring phonological awareness skill and components of working memory skills of these children in person. Results are followed. There are significant relationships among components of working memory and phonological awareness. However, multiple regression analysis revealed that phonological memory is not an important predictor of phonological awareness. Central executive of working memory was more important predictor than phonological loop for phonological awareness.
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안성우(Seong Woo Ahn),이광렬(Kwang Ryeal Lee) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.1
The purpose of this study is to investigate cognitive process ability in students with hearing impairment using Cognitive Assessment System developed on the basis of PASS model of intelligence by Das and Naglieri. Forty one students with hearing impairment who are aged from 12 to 17 years took part in this study. These students were divided into two groups according to their ages and performance level of sign language and vocabulary level and level of hearing loss. In this study, the picture vocabulary test was used to investigate students vocabulary ability, Korean Sign Language proficience checklist was used to examine students ability of sign language performance. Results are following. First, Students grade and degree of hearing loss do not have any effect on students cognitive process ability. Second, Students vocabulary knowledge and performance level of Korean Sign Language have effect on students cognitive process performance. Student with high score on vocabulary test performed better than students with low score on vocabulary test on cognitive process test. On the top of that, student with high score on Korean sign language checklist performed better on cognitive process test than students with low score on Korean sign language checklist.
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안성우(Seong-Woo Ahn),신영주(Young-Ju Shin),서유경(Yoo-Kyung Seo) 한국언어치료학회 2006 言語治療硏究 Vol.15 No.4
The purpose of this study was to compare phonological awareness ability depending on level on childrens language competence. The examines were composed of 15 gifted children, 15 normal children and 15 children with language delays who are first grade in elementary school. The result obtained in this study were as follows: (1) Relationship was found between language ability and phonological awareness ability in children. This means that phonological awareness ability play an important role in development of language. (2) The total score of phonological awareness tasks of the children with language delays were significantly lower than normal children and language gifted. This means that children with high language ability performed better on all types of task while children with normal language development and language delay showed different pattern in performance on the test. They performed differently on each test in terms of task level and task type. Children from both performed better on phonological deletion and blending task than substitution and discrimination task.
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