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학습장애 위험학생 대상 개별화 증거기반 읽기유창성 프로그램 사례연구
김동일(Kim, Dongil),안예지(An, Yeji),조은정(Cho, Eunjung),최서현(Choi, Seohyen) 이화여자대학교 교과교육연구소 2020 교과교육학연구 Vol.24 No.6
본 연구는 읽기유창성에 현저한 어려움을 보이는 초등학교 중학년(3~4학년) 학습장애 위험학생 3명을 대상으로 개별화 증거기반 읽기유창성 프로그램을 적용하고 그 효과를 분석하고자 하였다. 개별화 증거기반 읽기유창성 프로그램은 읽기유창성의 세 가지 구성개념, 음운규칙, 증거기반실제의 원리를 바탕으로 연구참여자 개인의 교육적 요구와 특성을 고려하여 개발되었고, 총 15회기에 걸쳐 일대일 형태의 개별 중재를 제공하였다. 사전/사후 검사를 비롯한 진전도 검사를 통해 초등학교 중학년 학습장애 위험학생의 읽기유창성 및 오독률의 변화를 살펴보았다. 연구 결과, 본 연구의 프로그램이 초등학교 중학년 학습장애 위험학생의 읽기유창성 능력 향상에 긍정적인 영향을 미친 것을 확인하였으나, 그 정도는 참여자에 따라 상이하게 나타났다. 이러한 결과를 바탕으로 본 연구에서는 읽기장애 위험학생 대상 읽기유창성 프로그램의 적용에 대한 논의를 제시하였다. The purpose of this study was to apply an individualized evidence-based reading fluency program to 3 middle-grade elementary school students at-risk for learning disabilities, and to analyze the effects. The intervention program was developed in consideration of the educational needs and characteristics of each participant based on the three constituent concepts of reading fluency, phonological rules, and evidence-based practice. Total of 15 sessions were provided for each participant. The improvement of the participants were analyzed by the change of reading fluency scores and error rates. The results showed the individualized evidence-based reading fluency program had positive effects on reading fluency of students at-risk for learning disabilities, but the degree of improvement varied by participants. Based on these results, implications on reading fluency interventions for students at-risk for reading disabilities were discussed.
간호대학생의 정보활용능력의 영향 요인에 대한 연구 : 셀프 리더십을 중심으로
최선엽,최가을,이현정,유명혜,안서현,박수현,하재영,홍신해,김한나,김지아 이화여자대학교 간호과학대학 2015 이화간호학회지 Vol.- No.49
Purpose: This study identifies the factors in nursing undergraduate curriculum related to improved information literacy, and the degree of relationship between information literacy and self-leadership among nursing undergraduate students. Method: Participants were 338 nursing undergraduates selected by convenience sampling at 19 Korean universities. Instruments were the self-leadership tool by Manz(1983), modified by Cho(2003) and the information literacy tool developed by Rhee(2008). The data were analyzed by t-test, ANOVA, and hierarchial multiple regression analysis with SPSS 22.0 Windows software. Results: Participants’ age(F=2.962, p<.001), grade(F=5.757, p=.001), experience in clinical nursing-practice(t=3.792, p<.001), GPA(F=3.373, p=.019) and experience in informatics education (t=3.291, p<.001) were statistically significant differences in the information literacy. Age(F=4.995, p=.007), Religion (t=3.593, p<.001), GPA (F=8.878, p<.001), satisfaction with the major subject (t=-4.399, p<.001) and the degree of information education necessity(t=1.993, p=.047) showed statistically significant differences in the self-leadership. Also there was a strong correlation between information literacy and self-leadership (Pearson’s r=.578, p<.001). Hierarchical-regression analysis revealed that the better self-leadership was associated with the higher information literacy(Adjusted R²=.355, R²=.382, p<.001). However, age, time using a computer, grade, religion, GPA, satisfaction with nursing as a major, and experience in informatics education were not significantly associated with information literacy. Conclusion: These findings implied the importance of educating information literacy which is a foundation for evidence-based-practice for nursing students. Considering the importance of self-leadership on information literacy, it is also essential to develop the current nursing undergraduate curriculum for maximizing the effectiveness of information literacy education reflecting the relationship between self-leadership and information literacy.