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RISS 인기검색어
- 검색키워드
- 저자 : Linda J. Lombardino (검색결과 4 건)
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김동일,박유정,Linda J. Lombardino 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.3
This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups’ performance on alphanumeric and non-alphanumeric tasks with their performance on component measures of reading. Twenty-seven low-achieving readers and 34 typically achieving readers participated in this study. The lowachieving readers performed significantly more slowly than their typically achieving reading peers on the four measures of rapid naming. The response rates for both alphanumeric naming tasks (digits and letters) showed strong negative correlations with oral reading fluency, while their response rates for the non-alphanumeric naming tasks (Color and Object naming) showed relatively weak relationships with reading measures for both groups. In regression equations, Letter naming tasks were uniquely associated with both word recognition and oral reading fluency. The utility of using alphanumeric naming tasks as indicators for identifying Korean Hangul readers who are at risk for reading disabilities is discussed.
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Exploring the Effects of Narration and Pictures on Learning for Sudents with Reading Deficits
Sunjung Kim,Linda J. Lombardino 한국언어재활사협회 2017 Clinical Archives of Communication Disorders Vol.2 No.2
Although narration is frequently recommended for students with reading deficits, benefits of narration have not been empirically investigated, particularly during the multimedia learning instruction. This study was designed to examine the effect of multimedia instruction on the comprehension of students with and without reading deficits. In experiment 1, the comprehension abilities of grade school and college students with typical reading ability and college students with reading deficits were compared on comprehension tasks using a simultaneous narration+picture presentation. In experiment 2, the multimedia conditions were varied: narration+picture, narration+picture+text, narration-only. The performance of college students with reading deficits was affected differentially by the multimedia presentations. They performed as well as their reading able peers in the narration+picture and narration+ picture+text conditions while they exhibited significantly lower comprehension scores than their peers in the narration-only condition, supporting the premise that multimedia presentations facilitate learning in students who face academic challenges.
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Sunjung Kim,Linda J. Lombardino 한국언어재활사협회 2016 Clinical Archives of Communication Disorders Vol.1 No.1
Slow reading speed of young adults with dyslexia is well-documented. However, most studies have examined comprehension in context of complex text rather than in the context of simple, unambiguous sentences leaving the issue of basic level reading comprehension largely unaddressed. This study was designed to explore the potential contributions of eye gaze, processing speed, and verbal memory to the comprehension of simple sentence reading in college students with dyslexia. Sixty-four college students with and without dyslexia read simple sentences and answered comprehension questions as their eye movements were recorded and they completed tasks of processing speed and verbal memory capacity. Students with dyslexia exhibited longer fixation durations on keywords and showed less efficient scanning patterns between text and questions than their peers. Further, the students’ eye patterns were associated with their performance on the cognitive abilities even after controlling for intelligence, verbal ability, and reading abilities. In spite of the simplicity of the experimental reading task, college students with dyslexia showed less efficient eye-gaze patterns and comprehension strategies. Longer eye gaze fixations on keywords in print along with slower general processing speed appears to account for the difference in simple text reading between the two groups.
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한국형 진단 프로토콜을 이용한 3~5세 한국 아동의 초기읽기 발달연구
김영태(Young-Tae Kim),Linda J. Lombardino(린다 롬바르디노),박은혜(Eunhye Park),이소현(So Hyun Lee) 한국언어청각임상학회 2008 Communication Sciences and Disorders Vol.13 No.3
배경 및 목적: 본 연구는 3~5세 한국 일반아동의 초기읽기기술(인쇄물인식, 낱글자 구별, 글자소 이름대기, 음절읽기, 음운 인식, 창안적 쓰기)의 발달특성을 살펴보고 분석함으로써 읽기문제를 가진 한국 아동들의 조기선 별을 위한 평가모형 개발의 기초자료를 제공하고자 하였다. 방법: 3~5세 한국 일반아동 180명을 대상으로 초기읽기기술 과제들을 실시하여 성별과 연령에 따른 발달적 차이를 살펴보았다. 결과: 한국아동의 초기읽기능력은 학령 전기부터 지속적인 발달을 보이는 것으로 나타났으며, 연령에 따 라 초기읽기기술 과제들간에 발달적 차이를 보이는 것으로 나타났다. 또한, 연령이 증가할수록 아 동의 초기읽기기술과 유의한 상관을 보이는 변인들이 증가하는 것으로 나타났다. 논의 및 결론: 본 연구에서 얻어진 초기읽기기술의 발달적 특성은 읽기에 어려움을 가진 아동들을 조기에 평가할 때 고려해야 할 변인들을 제안함으로써, 평가 프로그램의 기초자료를 제공할 것이다. Background & Objectives: While the identification of reading deficits in Korean children are being identified much more frequently, very little data are available on the developmental early literacy skills of preschool Korean children, making it difficult to identify these children before they enter school. Methods: One hundred eighty normal children between 3 and 5 years participated in the present study. These were grouped into six chronological age groups with six month intervals. They were equally balanced for gender. The experimental materials were consisted of the early literacy skill tasks known as powerful predictable variables for reading disorders. Results: Results of the present study showed that (1) there was no difference by sex in all tasks; (2) there were significant effects of age for the preliteracy skills; (3) children learned nonsense syllable reading faster than letter naming; (4) phonological awareness skills began to appear around 4 years of age, and it makes great strides 5 years of age; (5) phonological awareness seemed to develop from simple (distinction) to more complex (segmentation) tasks; (6) phonological awareness development first began from the syllable level, and then goes on to the phoneme level. Discussion & Conclusion: Results of the present study would provide the basic data for identifying reading disorders early. Since variables in early literacy skills, which may predict reading disorders, are diverse, it is necessary to apply appropriate age-related tasks and standards in order to identify children at risk for reading.
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