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황보명 ( Hwang Bo Myung ) 아시아문화학술원 2017 인문사회 21 Vol.8 No.1
본 연구는 5, 6세 아동들의 음운인식을 알아보고, 이들의 음운인식과 어휘력, 듣기 이해력과의 관계를 살펴보고자 하였다. 이를 위하여 광주광역시 소재 어린이집에 재원하고 있으며, 공식 언어발달검사에서 전형적인 발달을 보이고 있는 5, 6세 아동 각각 12명씩, 총 24명이 본 연구에 참여하였다. 아동에게 개별적으로 음운인식검사와 수용·표현어휘력검사, 한국아동토큰검사-2를 실시한 결과, 6세 아동은 5세 아동보다 단어단위, 음절 단위에서 높은 음운인식을 나타내었다. 과제별로 살펴보았을 때, 단어 단위에서는 탈락, 변별 과제, 음절 단위에서는 탈락, 변별, 합성, 대치, 분절 과제에서 연령 간 유의미한 차이가 나타났으나, 수세기 과제에서는 유의미한 차이를 보이지 않았다. 또한 취학 전 아동의 음운인식은 수용어휘력 및 표현어휘력과 높은 상관을 보였으며 듣기 이해력과도 높은 상관을 보였다. 본 연구는 다양한 음운인식 과제를 활용함으로써 음운인식검사도구 개발의 필요성을 제시하였으며, 음운인식과 어휘력 및 듣기 이해력과의 관계를 규명하였다는 점에서 의의가 있다. The purpose of the present study is to identify phonological awareness according to various linguistic levels and tasks for preschoolers, especially 5- and 6-years old. Another purpose is to identify the relation between phonological awareness and vocabulary abilities, and auditory comprehension. Twenty four children in Gwangju city took part in this study and they were tested by trained examiners individually for The Receptive & Expressive Vocabulary Test, Korean-Token Test for Children-2 and assessment of phonological awareness(PA). The results of the present study are summarized as follows. First, there were significant differences between 5- and 6-years old children for PA both in word and syllable level. And there were significant differences between groups for PA on elision and discrimination task in word level. Also there were significant differences between groups for PA on elision, discrimination, blending, substitution and segmentation task in syllable level. But there was no significant difference between groups for PA on counting task in syllable level. Second, there were significant relationship between PA and vocabulary abilities. Third, there were significant relationship between PA and auditory comprehension. PA in preschoolers were developing from large-segment (i.e. words) to small-segment(i.e. phonemes) and were closely related to language skills like vocabulary and auditory comprehension.
황보명(Bo Myung Hwang) 한국음성학회 2008 음성과학 Vol.15 No.3
The purpose of this study was to compare phonological awareness ability of students with Down Syndrome(DS) and typically developing children(TD). TD and DS were equal the reading abilities(reading recognition). The subject were 10 DS and 10 TD, and were examined by test of phonological awareness. The test of phonological awareness was composed according to phonological units(word, syllable, phoneme) and task types(deletion, discrimination, blending). The results obtained in this study were as follows: The total score of phonological awareness ability of DS were significantly lower than TD. And the score of phonological awareness ability according to phonological units and task types were significantly lower than TD. But both DS and TD performed better on phonological deletion and blending task than discrimination. TD and DS represented different correlation between task types and phonological units. This means that TD performed better on all types of tasks and phonological units than DS.