Anaphor Resolution in Children with Poor Reading Comprehension

국문 초록 (Abstract)

배경 및 목적: 본 연구의 목적은 읽기이해부진 아동의 읽기이해 과정에서 대용어 참조해결 특성을 범주단서와 문맥단서에 따라 살펴보는 것이다. 방법: 초등학교 3-6학년 읽기이해부진 아동 13명과 일반아동 13명을 대상으로 대용어 참조해결에 대해 범주단서와 문맥단서 조건으로 온라인 읽기과제를 진행하였다. 문항은 선행어 문장과 대용어 문장의 두 문장으로 구성되었다. 문항 이후에 대용어 참조해결을 확인하는 판단문장이 제시되었다. 아동들은 테블릿으로 제시되는 문항을 문장단위로 읽었고, 대용어 문장의 읽기시간을 실시간으로 측정하였다. 결과: 읽기이해부진 아동은 두 조건 모두에서 일반아동보다 대용어 문장의 읽기시간이 느렸다. 일반아동은 범주조건의 대용어 문장읽기 시간이 문맥조건 보다 빨랐지만 읽기이해부진 아동은 문맥조건의 대용어 문장읽기 시간이 범주조건 보다 빨랐다. 논의 및 결론: 읽기이해부진 아동은 대용어 참조해결에 낮은 수행을 보이고 대용어 참조해결 단서를 적절히 활용하지 못한다는 것을 확인하였다. 읽기이해부진 아동과 일반아동의 범주단서와 문맥단서에 따른 대용어 참조해결 양상이 다름을 확인하였다.

다국어 초록 (Multilingual Abstract)

Objectives: This study investigated anaphor resolution during discourse reading in children with poor reading comprehension. Methods: The participants were 13 children with poor reading comprehension and 13 typically developing children in grades 3 to 6. The children performed an online reading task where they were presented 40 discourses of two sentences where the first sentence containing two antecedents and the second containing an anaphor. The discourses were divided into half based on the types of cues that the children could utilize for anaphor resolution: categorical cues and contextual cues. The children were asked to press a button as soon as they comprehended each sentence and the reading times were measured online. A verification sentence followed each discourse to confirm the children’s anaphor resolution. Results: The reading time of the sentences with an anaphor were significantly slower in the poor comprehenders compared to the typically developing children. The typically developing children read anaphor sentences with categorical cues faster than those with contextual cues. However, the poor comprehenders read anaphor sentences with contextual cues faster than those with categorical cues. Conclusion: The poor comprehenders’ performances during the online reading task indicated that they had difficulties in anaphor resolution. In addition, the poor comprehenders and the typically developing children appeared to be different in utilizing the two types of cues (categorical and contextual cues) during the process of anaphor resolution.

목차 (Table of Contents)

• Abstract
• 연구방법
• 연구결과
• 논의 및 결론
• REFERENCES
• 국문초록
• 참고문헌

참고문헌 (Reference)

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