읽기장애 위험아동의 읽기이해력 발달 특성에 관한 연구 = A Study on Growth Patterns in Reading Comprehension Ability of Students at Risk for Reading Disabilities

국문 초록 (Abstract)

본 연구에서는 읽기이해력 발달 양상에 따른 하위 집단을 분류하고, 더불어 읽기 이해를 위한 선수기술, 읽기이해를 위해 직접적으로 필요한 배경지식 및 읽기전략 등을 동시에 모형에 투입하여 이 기술들이 읽기이해력 발달에 미치는 상대적인 중요성을 점검해 보고자 하였다. 연구대상은 서울, 경기지역에 위치한 6개 초등학교 4학년 학생 297명이며, 잠재성장혼합모형을 적용하여 자료를 분석하였다. 연구결과, 읽기이해력 발달 양상에 따라 3개의 잠재 계층이 분류되었으며, 그 중 초기값과 기울기가 모두 낮은 이중불일치를 보이는 읽기장애 위험집단이 나타났다. 다섯 개의 읽기관련기술을 예측변인으로 투입하여 각 변인들이 읽기이해력 발달 양상에 따른 집단을 유의하게 예측하는지를 분석한 결과, 어휘지식과 배경지식이 풍부할수록, 그리고 추론 점수가 높을수록 읽기장애 위험 집단에 비해 일반집단에 속할 가능성이 높은 것으로 나타났다. 유창성과 읽기 전략은 집단 내에서의 초기값과 성장 모수의 개인차를 유의하게 설명하는 변인이었으나 하위 집단 간의 읽기이해력 발달을 예측하는 변인은 아닌 것으로 확인되었다.

다국어 초록 (Multilingual Abstract)

The current study was conducted to identify the students at risk for reading disabilities based on a dual discrepancy framework and to investigate the relationship between reading comprehension development and its related skills for Korean fourth graders. This study originally comprised 297 fourth graders from 6 schools in metropolitan areas in South Korea. The data were analyzed using growth mixture modeling (GMM). In research question 1, a three-trajectory model was selected as the most parsimonious but informative description of the research data. About 9% of total students would be expected to be at risk for reading disabilities because this group met the dual discrepancy criterion. One of the primary research questions in present study aimed to clarify the relationship between reading related skills and reading comprehension for Korean fourth graders. The result showed that when the group at risk for reading disability was used as a reference group in this study, vocabulary knowledge, inference, and background knowledge influenced the probability of being in general ability group.

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