스터디-가이드를 이용한 자기주도 학습전략 교수가 정신지체 초등학생의 읽기과제 수행과 정반응율에 미치는 효과 = The Effects of Self-Direted Learning Strategy on Reading of Elementary Students with Mental Retardation

국문 초록 (Abstract)

본 연구에서는 읽기에 어려움을 보이는 정신지체 초등학생 3명을 대상으로 자기주도 학습전략을 실시하여 읽기과제에서의 수행율과 정반응율의 증가에 미치는 영향을 알아보고자 하였다. 대상자간 중다 간헐 기초선 설계를 이용하여 사전관찰, 기초선 측정, 중재, 일반화, 유지의 단계로 실험을 실시하였으며, 그 결과 대상학생들은 읽기과제 수행과 정반응율의 향상을 보이게 되었다. 본 연구의 결과로부터 자기주도 학습전략을 통해 대상학생들에게 스스로 읽기과제를 수행할 수 있도록 동기를 부여해준 것이 자발적인 학업 참여를 이끌어 수행율과 정반응율의 증가를 가져왔음을 확인할 수 있었다. 또한 읽기이해를 돕기 위한 여러 기본적인 요소들의 습득을 통해 정신지체 학생들도 점차적으로 읽기관련 과제에 접근할 수 있는 기회를 마련한 것을 본 연구의 의의로 들 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of self-directed learning strategy on reading performance and the percentage of correct answers of elementary students with mental retardation.
In this study, three elementary students with reading problem participated. The experimental conditions include baseline, intervention, generalization, and maintenance without intervention. One special education teacher was trained to teach self-directed learning strategies at reading sessions in her resource room. Data were collected and discussed about reading performance and the percentage of correct answers. Using a multiple probe baseline design across subjects, the frequency of students’ reading performance and the percentage of correct answers were measured.
In conclusion, the percentage of the participants’ reading performance and correct answers were increased through the self-directed learning strategy of multicomponents intervention and generalized in inclusive classrooms after withdrawal of intervention. Also, increasing the reading performance and the percentage of correct answers were maintained in self-contained classrooms after withdrawal of intervention. Based on the results mentioned above, it could be concluded that the self-directed learning strategy is an effective method improving the reading performance and the percentage of correct answers of elementary students with mental retardation.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• 2. 연구문제
• Ⅱ. 연구방법
• 1. 연구대상
• 2. 실험 기간
• 3. 실험 장소 및 실험 도구
• 4. 실험 설계 및 절차
• 5. 관찰자간 신뢰도
• 6. 사회적 타당도
• Ⅲ. 연구결과
• 1. 스터디-가이드를 이용한 자기주도 학습전략 교수가 정신지체 초등학생의 읽기 과제 수행에 미친 영향
• 2. 스터디-가이드를 이용한 자기주도 학습전략 교수가 정신지체 초등학생의 읽기 과제 정반응에 미친 영향
• Ⅳ. 논의 및 제언
• 참고문헌
• 부록1 학생용 스터디-가이드
• 부록2 교사용 스터디-가이드(확인용)
• ABSTRACT

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