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이중결함가설에 따른 읽기장애 하위유형의 특성과 읽기 하위기술 간 차이
권희연 ( Hoe Yeon Kweon ),전병운 ( Byung Un Jeon ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.2
The purpose of this study was to investigate the characteristics and difference between subgroups of children with reading disabilities according to the double-deficit hypothesis. Subgroups of children with reading disabilities were divided with phonological awareness, naming speed. And the 3 subgroups of reading abilities, decoding skills of words (nonsense word reading, regular words, irregular words), reading fluency, reading comprehension were measured, Data were collected from 30 first-third grade children with reading disabilities in elementary school, While 30 children with general reader was utilized as norms for Z score of children with reading disabilities, The classification according to double-deficit hypothesis (neither deficit, phonological awareness-deficit only, naming speed-deficit only, double-deficit) were performed to determine whether double-deficit hypothesis are applied to the children spoken a hangul. The results of this study were as following: When the double-deficit hypothesis was used as a framework to identify four mutually exclusive subgroups of readers based on patterns of processing deficits (PA only, NS only, Double-Deficit, Neither), it represented that the double-deficit subgroup had the lowest performance in all aspects of reading (decoding skills of words, reading fluency, reading comprehension, and the neither subgroup had the highest performance in all aspects of reading. We expected that the NS only subgroup would outperform the PA only subgroup in all aspects excluding reading fluency, but the opposite performance represented for this study. So the PA only subgroup showed the more performance in all aspects of reading than the PA only subgroup. These results strengthen the double deficit hypothesis for assessing and designing intervention with reading disabled children in a transparent orthography Through this study did not include many participants, and the instrument of measurement didn`t have enough validity, the implications of these results for assessing and designing intervention with reading disabled children were that the naming speed is critical, helpful for those children spoken hangul than English speaker. Thus, the instrument of measurement proved validity will be needed for following study to identify good predictors of reading skills.
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