중재학습경험전략을 적용한 이야기책 읽기가 중도 뇌성마비학생의 어휘력 및 읽기이해력에 미치는 효과 = The Effects of Storybook Reading by Using Mediated Learning Experience Strategy on Vocabulary and Reading Comprehension of Students with Severe Cerebral Palsy

국문 초록 (Abstract)

이 연구에서는 서울‧경기지역 특수학교에 재학 중인 중도 뇌성마비학생 4명을 대상으로 중재학습경험전략을 적용한 이야기책 읽기가 어휘력과 읽기이해력에 어떠한 효과가 있는가를 알아보았다. 연구의 결과, 첫째, 중재학습경험전략은 중도 뇌성마비학생의 어휘력 증진에 효과적이었다. 즉, 학습자에 맞게 과제를 조정, 선택, 변화시켜 제공하는 중재학습경험전략은 중도 뇌성마비 학생의 어휘습득에 긍정적인 영향을 주었다. 둘째, 중재학습경험전략은 중도 뇌성마비학생의 사실적 읽기이해력 및 추론적 읽기이해력에 긍정적인 효과를 가져왔다. 이는 중재자가 학생과의 상호작용 관계에서 자극을 학생의 인지적 수준에 맞게 변형시켜 제공한 결과이다. 이상의 결과들을 종합해 볼 때, 중재학습경험전략은 중도 뇌성마비학생의 어휘력 및 읽기이해력 향상에 효과적인 전략이라고 하겠다.

다국어 초록 (Multilingual Abstract)

The primary purpose of this study was to find out how storybook reading by using mediated learning experiences affect vocabulary acquisition, reading comprehension of four students with severe cerebral palsy who attended a special school in Seoul and the Kyung-gi providence. The multiple probe design was employed as a study design.
The results of study were as follow.
First, the mediated learning experience showed positive effects on acquisition of vocabulary by adjusting, selecting, and changing tasks could be understand and appropriate to the students learning level.
Second, the students showed better performances on factual reading and inferential reading tests. That is because there was a modification of stimulus based on the participants’ cognitive abilities in their social interactions.
In conclusion, the mediated learning experience could be an effective strategy on improving reading ability of students with severe cerebral palsy. It is possible to recommend that continuous reading interventions are necessary to improve their reading ability, access curriculum contents and maintain their independent living in the future.

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