한글 읽기장애 아동의 음운인식 능력과 명명속도 결손에 관한 비교 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the nature of the underlying cognitive deficit in children with reading disabilities. Especially this study was to examine the double deficit hypothesis contending that deficits in phonological awareness and deficits in visual naming speed are two independent causes to reading difficulty for children with reading disabilities. Fifty two children were grouped into four subgroups based on the presence or absence of deficits in reading skills, based on chronological age. Twenty three children have severe reading disabilities from 8 to 10 years of age. Diagnostic tests of both phonological awareness and rapid naming speed were administered individually.The results confirmed the findings of previous studies of a deficit in both phoneme awareness and rapid naming speed in children with reading disabilities. At both age levels, children with reading disabilities performed significantly more poorly than normal children on both the phonological awareness test and the rapid naming speed test. In general, deficits in rapid naming speed were apparent in children with reading disabilities. In sum, the double deficit hypothesis offers a more account of reading disability.