이야기문법 중심 언어중재가 지적장애 아동의 이야기 글 읽기 이해능력에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the effects of language intervention based on story grammar for comprehension of written stories in three children with intellectual disabilities. The vocabulary age and intellectual level of three children were similar. The 17 written stories used in this study were selected in consideration of the reading abilities and interest of the three children. The language intervention based on story grammar was composed of the following: ① reading written stories by a child alone ② reading written stories by a child together with the researcher ③ defining vocabulary that children did not know from among vocabulary included in the written stories ④ confirming story grammar factors ⑤ confirming realistic Questions and reasoning Questions. To evaluate the comprehension of the written stories, the children solved problems in the evaluation paper about the story grammar factors, realistic Questions, and reasoning Questions. This study conducted a baseline stage, an intervention stage, and a maintenance stage using the multiple probe design. The results obtained from this study include the following: First, the language intervention based on the story grammar increased scores in the comprehension of the story grammar factors in all subjects. Second, language intervention based on the story grammar increased scores in the comprehension of written stories in all children involved in the study. Based on these results, it was discovered that language intervention based on story grammar was effective in the comprehension of written stories in children with intellectual disabilities. Through this, it is anticipated that follow-up studies may continue so that they may be committed to improve the comprehension of the written stories in children with intellectual disabilities.

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