특수교육 요구아동의 총체적 언어교육 연구방법 분석 = A Review of Researches on Whole Language Instruction for Children with Special Needs

국문 초록 (Abstract)

이 연구는 1996년부터 2006년까지 특수교육 요구아동 관련 국내 논문 및 학술지 중 총체적 언어교육에 관한 실험연구들을 연구대상, 검사도구, 연구유형, 중재방법으로 나누어 분석하고 논의하였다. 32편의 논문분석결과 연구대상은 학습장애, 정신지체아동이 많았으며, 도구는 표준화된 도구가 61.1%로 가장 많았다. 연구유형은 단일집단사후 검사의 백분율을 비교한 논문이 50%로 가장 많았다. 측정된 하위영역으로 읽기영역이 가장 많았으며, 통합된 영역(말하기, 듣기, 읽기, 쓰기 교과)의 학습능력 향상 및 효과를 입증한 논문이 그 다음으로 나타났다. 중재변인으로 총체적 언어교육 방법 분석 결과 총체적 언어교육의 구성원칙으로 ``아동이 익숙한 주제중심으로 실제적이고 의미있는 활동구성``과 ``말하기, 듣기, 읽기. 쓰기의 통합적 구성``의 2가지 내용이 언급되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to understand recent trends and identify future tasks by selecting researches and studies on whole language instruction among domestic papers and academic journal articles written between 1996 and 2006 concerning children with special needs and analyzing them by participant, instruction method, research area and intervention. The results of the analysis of 32 selected papers showed that most of participants were students with learning disabilities or mental retardations and that standardized instruction method ranked first with 61.1% as instruction method. Most common research area was reading, which was followed by papers that proved learning ability improvement in the combined area (of speaking, hearing, reading and writing). According to the result of whole language instruction analysis by intervention variance, "organization of practical and meaningful activities centered around subjects the children are familiar with" and "combination of speaking, listening, reading and writing" were the common variances of whole language instruction. As for the research design, 50% of the papers compared the percentile scores acquired before and after whole language instruction.