PREP에 의한 인지과정 훈련이 학습장애아의 읽기기능에 미치는 효과 = (The) effect of cognitive process training based on PREP on reading skill in children with learning disabilities

다국어 초록 (Multilingual Abstract)

This study was conducted to find what influence a cognitive process training, a reading enhancement program based on a PASS theory, has on reading skill in children with learning disabilities.
The study questions were determined 'what influence cognitive process training based on PREP has on significant word reading skill, insignificant word reading skill, and sentence understanding skill in children with learning disabilities. For analyzing the results, reading skills were classified in detail and syllable items of the test were equally divided by 6 types of syllable structures to identify differences in reading skills by 6 types.
The subjects of the study were 3 children with learning disabilities, who participated in the test for 12 weeks ranging from July 16, 2007 to October 4, 2007. Data were collected by multiple baseline design across subjects and discussions based on visual analysis and observation through graphs resulted in conclusions as follows;
First, training for consecutive processing and simultaneous processing, cognitive process training based on PREP, was found to be effective in significant word reading skill in children with learning disabilities.
Second, training for consecutive processing and simultaneous processing, cognitive process training based on PREP was found to be successful in enhancing insignificant word reading skill in children with learning dis- abilities.
Third, training for consecutive processing and simultaneous processing, cognitive process training based on PREP is effective in enhancing sentence understanding skill in children with learning disabilities.
Following suggestions are proposed for follow-up studies on the effect of cognitive process training based on PREP on reading skill in children with learning difficulty.
First, further studies for cognitive process training based on PREP are required to find the effect on word reading skill by having both simultaneous and consecutive processing training in one session and having each training in one session in turn. Also, a comparative study on these three types of studies as one of cognitive process training based on PREP is needed to be contributed to reading skill enhancement in children with learning disabilities.
Second, It is expected that further studies related to basic vocabulary difficulty level analysis are needed to make PREP a practical reading treatment program by types of reading characteristics and levels of children with disabilities.
Third, cognitive process training based on PREP is effective for reading skill in children with learning disabilities. But, detailed examination on reading skill by visual type of letter indicates that it is ineffective for type 6. It suggests the need of lots of studies which identify the correlations between reading skill enhancement programs and reading skill effect by visual type of Korean letter.

국문 초록 (Abstract)

본 연구는 PASS이론에 근거를 두고 있는 읽기향상 프로그램에 의한 인지과정 훈련이 학습장애아의 읽기기능에 미치는 효과를 알아보기 위하여 수행되었다.
연구문제로서 PREP에 의한 인지과정 훈련이 학습장애아의 의미단어 읽기기능, 무의미단어 읽기기능과 문장 이해기능에 미치는 효과가 어떠한가로 설정하였고, 결과 해석에 있어서는 읽기기능을 더 세분화하여 음절 구조 6가지 유형별 읽기기능의 변화도 살펴볼 수 있도록 검사의 음절 항목수를 6가지 유형별로 골고루 배분하여 검사를 실시하고 그 결과를 해석하였다.
설정 된 연구문제를 해결하기 위하여 3명의 학습장애아를 대상으로 2007년 7월 16일부터 10월 4일까지 12주에 걸쳐 대상자간 중다기초선설계를 사용하여 자료를 수집하고 그래프를 통한 시각적 분석과 관찰로서 얻은 결과에 기초하여 논의의 과정을 거쳐 다음과 같은 결론을 얻었다.
첫째, PREP에 의한 인지과정 훈련으로서 연속적 처리과정과 동시적 처리과정 훈련은 학습장애아의 의미단어 읽기기능의 향상에 효과적이다.
둘째, PREP에 의한 인지과정 훈련으로서 연속적 처리과정과 동시적 처리과정 훈련은 학습장애아의 무의미단어 읽기기능의 향상에 효과적이다.
셋째, PREP에 의한 인지과정 훈련으로서 연속적 처리과정과 동시적 처리과정 훈련은 학습장애아의 문장 이해기능의 향상에 효과적이다.
결론을 통하여 PREP에 의한 인지과정 훈련이 학습장애아의 읽기기능에 미치는 효과의 후속 연구에 대한 시사점을 제시하면 다음과 같다.
첫째, PREP에 의한 인지과정 훈련의 방법을 동시적 처리과정 훈련과 연속적 처리과정 훈련을 한 회기에 배치하여 실시하는 방법, 동시적 처리과정 훈련과 연속적 처리과정 훈련을 한 회기씩 번갈아 가면서 실시하는 방법들로서 단어 읽기기능에 미치는 효과를 살펴보는 연구가 필요하다.
둘째, PREP의 교량적 과제가 장애아동의 유형별 읽기 특성과 장애아동의 수준에 따른 실제적인 읽기 치료 프로그램으로 구성되기 위해서는 기초 어휘 난이도 분석과 관련된 연구가 필요하다.
셋째, PREP에 의한 인지과정 훈련은 학습장애아의 읽기기능에 효과적이기는 하지만 읽기기능을 글자의 시각적 유형별로 세분해서 살펴보면 글자의 시각적 유형의 여섯 번째 유형에서는 효과를 나타내지 못했기 때문에 읽기기능 향상 프로그램과 우리글의 시각적 글자 유형 별 읽기기능의 효과 간의 상관관계를 밝히는 많은 연구들이 필요하다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 학습장애아의 읽기기능 = 7
• 2. 한글읽기의 발달 = 10
• 3. 읽기에 관한 인지과정적 접근 = 14
• 4. PASS 읽기향상 프로그램 = 22
• 5. 선행 연구 고찰 = 32
• Ⅲ. 연구 방법 = 38
• 1. 연구 대상 = 38
• 2. 실험 도구 = 44
• 3. 실험 절차 = 53
• 4. 자료 분석 = 56
• Ⅳ. 연구 결과 = 58
• 1. 의미단어 읽기기능에 미치는 효과 = 58
• 2. 무의미단어 읽기기능에 미치는 효과 = 70
• 3. 문장 이해기능에 미치는 효과 = 80
• Ⅴ. 논의 = 88
• 1. 연구 방법에 관한 논의 = 88
• 2. 연구 결과에 관한 논의 = 90
• Ⅵ. 결론 및 제언 = 92
• 1. 결론 = 92
• 2. 제언 = 93
• 참고문헌 = 95
• Abstract = 103
• 부록 = 105

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