난독증 연구에 대한 고찰

김용욱 ( Yong Wook Kim ),우정한 ( Jeong Han Woo ),신재한 ( Jae Han Shin ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.2

In South Korea, many students with dyslexia who have serious difficulties in reading have been ignored without appropriate educational services at schools, because they are generally considered as underachievers. This study was designed to provide a foundation for future studies related to dyslexia in South Korea in which relatively little is researched on dyslexia when comparing to foreign countries. For this purpose, this study investigated definition and classification, history and research trends, causes and symptoms, and diagnosis and intervention of dyslexia. The major findings are summarized as follows: First, dyslexia which is one of the specific learning disabilities refers to difficulties in recognizing words and spellings, etc. Dyslexia can be classified into phonological dyslexia and surface dyslexia. Second, the trends of dyslexia research are associated with investigations on finding the causes of dyslexia. Third, causes of dyslexia are due to neurobiological problems in the brain and symptoms of dyslexia are appeared according to developmental stages. Fourth, the dyslexia classification is to be made through screening and diagnosis. Based on the result of diagnosis, the reading programs and therapeutic programs should be provided in a difficult reading area as an intervention. Finally, based on the findings from this study, educational policy plan was suggested for providing appropriate education to students with dyslexia.

난독증에 대한 특수교사의 인식도 조사 연구

정종성,최진오 한국아동교육학회 2023 아동교육 Vol.32 No.1

The purpose of the study was to investigate the perception of special education teachers regarding dyslexia, and to identify the major variables influencing it. The participants of 104 special education teachers were surveyed their perceptions regarding the cause, symptoms, diagnosis, and treatment of dyslexia. The collected data were analyzed through frequency analysis, ratio analysis, and regression analysis. The major results are as follows. First, the accuracy level of the special education teachers’ perception about dyslexia was found to be very low overall. In particular, the accuracy level of the special education teachers’ perception about dyslexia treatment and the cause of dyslexia was very low at 21.5% and 24.5%, respectively. Second, it was found that in-service training experiences about dyslexia, teaching experience, course completion experiences about dyslexia, and confidence in teaching students with dyslexia had a significant effect on correct perception of dyslexia. In particular, it was found that in-service training and course completion experiences about dyslexia had some negative effects on the perception. The results of this study indicate the urgent need to make efforts to improve the correct awareness of dyslexia among special education teachers, and the need for a reconsideration of the dyslexia-related in-service training and courses currently operated for special education teachers. 본 연구의 목적은 난독증에 대한 특수교사들의 인식을 알아보고, 이들의 인식에 영향을 미치는 주요변인들이 무엇인지를 파악하는 것이다. 본 연구에서는 104명의 특수교사들이 난독증의 원인, 난독증의 증상, 난독증 진단, 난독증 치료에 대한 문항으로 이루어진 설문조사에 참여하였다. 난독증에 대한 특수교사의 인식 수준과 인식에 영향을 미치는 변인을 파악하기 위해 빈도분석 및 비율 분석, 회귀분석을 실시하였으며, 주요 연구결과는 다음과 같다. 첫째, 난독증에 대한 특수교사의 인식 수준은 전반적으로 매우 낮았다. 특히, 난독증 치료와 난독증 원인에 대한 인식 정확도는 각각 21.5%와 24.5%로 매우 낮다. 둘째, 난독증 관련 연수 참여 경험, 교직경력, 난독증 관련 과목 이수 경험, 난독 학생 지도 자신감은 난독증에 대한 특수교사의 인식에 유의한 영향을 미치는 것으로 나타났다. 특히, 난독증 관련 연수와 난독증 관련 과목 이수 경험의 경우 부정적 영향을 미치는 경우도 많았다. 본 연구의 결과는 우리나라 특수교사의 난독증 인식 개선을 위한 노력이 시급함을 보여주는 동시에, 현재 운영되고 있는 난독증 관련 연수와 교육에 대한 총체적 점검이 필요함을 보여준다는 점에서 의의가 있다.

A Study on the Perception of Learning Coaches about Dyslexia

하성민,최진오,정종성 (사)위기관리이론과실천 2022 Journal of Safety and Crisis Management Vol.12 No.12

The purpose of this study was to examine the perceptions about dyslexia of the learning coaches working at the basic education support center, and to identify what personal variables affected those perceptions. In K-Province, 122 learning coaches at 7 centers were surveyed about their perceptions of the causes, symptoms, diagnosis, and treatment of dyslexia. Descriptive statistics and a regression analysis were used to examine the accuracy level of learning coaches' perceptions of dyslexia, and what individual variables affected those accuracy level. The results showed that learning coaches had an inaccurate perception of the cause, diagnosis, and treatment of dyslexia, except for the symptoms of dyslexia (correct answer rate of 58.2%). Second, among the individual variables of learning coaches, teaching experience, training experience, and course completion about dyslexia had a positive effect on their perceptions of dyslexia, while self-confidence in teaching students with dyslexia had a negative effect on their perceptions. The results of this study also indicated that training about dyslexia for learning coaches should be continuously provided because the training experience had the most positive effects on their accurate perceptions of dyslexia.

과제 유형(읽기, 쓰기)에 따른 난독아동의 음운변동 오류 특성

전예지(Ye Ji Jeon),강민경(Minkyung Kang),연석정(Seok Jeong Yeon) 한국언어청각임상학회 2023 Communication Sciences and Disorders Vol.28 No.1

배경 및 목적: 본 연구는 3, 4학년 난독아동과 해독 능력이 일치하는 일반아동을 비교하여 읽기, 쓰기 과제에 따른 난독아동의 음운변동 특성을 확인하고 오류 유형을 분석하였다. 방법: KOLRA 해독 표준점수 70점 초과 90점 이하에 해당하는 초등학교 3, 4학년 난독아동 12명, 해독 원점수가 난독아동의 ±5점에 해당하는 일반아동 12명에게 연음화, 경음화, ㅎ변화(ㅎ탈락, 기식음화), 비음화, 구개음화, 유음화가 일어나는 문장의 읽기, 쓰기를 실시하였다. 결과: 첫째, 두 집단의 읽기, 쓰기 정확도는 유의한 차이를 보이지 않았으며, 두 집단은 읽기보다 쓰기의 정확도가 유의하게 낮았다. 둘째, 과제 유형과 음운변동 간 상호작용 효과가 확인되었다. 난독아동은 ㅎ변화, 비음화, 구개음화, 유음화에서 읽기보다 쓰기의 어려움이 컸고, 일반아동은 경음화, 비음화, 구개음화에서 읽기보다 쓰기의 어려움이 컸다. 셋째, 읽기 과제에서 두 집단은 음운변동적용 오류①이 가장 많이 나타났고, 난독아동은 일반아동보다 의미처리 오류가 높게 나타났다. 쓰기 과제에서 난독아동은 일반아동보다 음운변동적용 오류①이 높게 나타났으며, 난독아동의 오류 중 가장 많이 나타난 오류 유형이었다. 논의 및 결론: 본 연구는 해독 능력이 유사한 일반아동과 난독아동은 비슷한 발달 양상을 보인다는 것을 확인할 수 있었으며, 난독아동의 오류 유형 및 오류 유형 출현율을 분석함으로써 난독아동의 특성을 고려하여 음운변동 규칙에 대한 중재 계획을 세울 수 있도록 근거를 마련했다는 점에서 의의가 있다. Objectives: This study compared 3rd and 4th grade students with dyslexia with typically developing children who were matched according to decoding ability, confirmed the characteristics of students with dyslexia according to reading and writing tasks the phonological change, and analyzed the types of errors. Methods: 12 students with dyslexia in the 3rd and 4th grade of elementary school who scored between 70 and 90 points in the KOLRA decoding standard score, and 12 typically developing children whose decoding raw score was ± 5 points of the students with dyslexia were asked to read and write sentences in which phonological changes occured. Results: First, there was no significant difference in reading and writing accuracy between the two groups, and the two groups had significantly lower writing accuracy compared with reading. Second, the interaction effect between task type and phonological change was confirmed. Third, in the reading task, the two groups both showed the most errors in the phonological change error type ①, and students with dyslexia had a higher rate of semantical errors than typically developing children. In the writing task, students with dyslexia showed a higher number of phonological change errors ① than typically developing children, those being the most common type of errors in students with dyslexia. Conclusion: This study confirmed that typically developing children and students with dyslexia with similar decoding abilities show similar developmental patterns; and by analyzing the types of errors in students with dyslexia, an intervention plan for students with dyslexia that focuses on phonological change rules can be established.

교육의 대상자로서의 난독증: 읽기 및 쓰기 영역에서의 이질성

김애화(Ae Hwa Kim),김의정(Ui Jung Kim) 단국대학교 특수교육연구소 2020 특수교육논총 Vol.36 No.3

연구목적: 본 연구의 목적은 다음과 같다. 첫째, 국외의 공신력 있는 난독증 관련 단체의 정의, 미국의 난독증 법의 정의 및 국내 난독증 관련 조례의 정의를 분석하여 난독증 정의에 공통적으로 포함된 난독증의 핵심 교육적 특성과 이차적인 교육적 특성을 파악하고자 하였다. 둘째, 국내 초등학교 읽기 및 쓰기 부진학생을 대상으로 읽기 및 쓰기 평가를 실시하여 난독증의 핵심 특성과 이차적 특성을 보이는 출현율을 파악하고자 하였다. 연구방법: 첫 번째 연구목적을 위해 국외 난독증 관련 단체에서 제시한 난독증 정의, 미국의 난독증 법적 정의, 그리고 국내 난독증 관련 조례를 분석하였다. 두 번째 연구목적을 위해 국내 초등학교 읽기 및 쓰기 부진학생 230명을 대상으로 읽기 및 쓰기 평가를 실시하였다. 연구결과: 주요 연구결과는 다음과 같다. 첫째, 난독증의 핵심 교육적 특성은 단어인지와 철자에서의 현저한 어려움인 것으로 나타났다. 둘째, 전체 학년의 경우, 읽기 및 쓰기 부진학생의 34%가 난독증의 핵심 교육적 특성인 단어인지와 철자에서의 어려움을 보이는 것으로 나타났다. 셋째, 이들 34% 중의 30%의 학생이 단어인지와 철자뿐만 아니라 읽기이해 등 이차적인 읽기 및 쓰기에서 어려움을 보이는 것으로 나타났다. 결론: 본 연구의 주요 결과를 종합해보면, 난독증의 핵심 특성인 단어인지와 철자에서의 어려움을 보이는 경우, 이차적인 어려움의 여부와 상관없이 난독증으로 진단하는 것이 타당하다. 그럼에도 불구하고 대부분의 읽기 및 쓰기 부진학생의 경우, 단어인지와 철자에서의 어려움 외에 이차적인 읽기 및 쓰기에서의 어려움을 동반하기 때문에 학생의 교육적 특성을 파악하고 그에 따른 개별적 지원을 하는 것이 필요할 것이다. Purpose: The purpose of this study was twofold. First, this study was conducted to identify the primary and secondary educational characteristics of dyslexia by analyzing common elements of the definitions by credible international dyslexia-related organizations, dyslexia laws in the United States and dyslexia-related regulations in Korea. Second, reading and writing assessments were conducted for Korean elementary school students who were low-achieving in the areas of reading and writing to determine the prevalence of the primary and secondary characteristics of dyslexia among them. Method: For the first purpose of this study, the definitions by dyslexia-related organizations abroad, legal definitions of dyslexia in the United States, and regulations related to dyslexia in Korea were analyzed. For the second purpose of this study, reading and writing assessments were conducted on 230 elementary school students with poor reading and writing achievements. Result: The main research results were as follows. First, it was found that the primary educational characteristic of dyslexia was significant difficulty in word recognition and spelling. Second, in all grades, 34% of students with poor reading and writing showed difficulty in word recognition and spelling. Third, it was found that 30% of these students had difficulty in secondary reading and writing areas, such as reading comprehension besides word recognition and spelling difficulties. Conclusion: To summarizei the main results of this study, the diagnosis of dyslexia is valid regardless of secondary reading and writing difficulties if difficulties in word recognition and spelling, which is the primary characteristic of dyslexia, are shown. Nevertheless, most of the students with poor reading and writing achievements showed secondary difficulties in reading and writing areas other than word recognition and spelling; therefore, it is necessary to provide individualized support based on the educational needs of the students.

난독증 성인이 경험한 어려움과 지원 필요성에 대한 질적 연구

김기주 한국언어치료학회 2023 言語治療硏究 Vol.32 No.2

Purpose: This study aims to identify the difficulties experienced and still present due to dyslexia among adults with dyslexia who did not experience special support during school age. Methods: The participants included 5 adults with dyslexia in their 40s and 50s. In-depth individual interviews were conducted 3 to 7 times, and a constant comparative method of grounded theory was used for data analysis. Results: The three main themes were ‘difficulties experienced during school age,’ ‘difficulties faced by adults with dyslexia in adulthood,’ and ‘social awareness and support needs for adults with dyslexia.’ The participants reported experiencing academic difficulties due to reading and writing problems during their school age, a lack of social awareness and support, and emotional issues. They also reported ongoing literacy difficulties during adulthood, along with a lack of social awareness and appropriate support for dyslexia, resulting in difficulties in daily life, at work, and at home. They also mentioned emotional struggles resulting from these difficulties. Additionally, participants expressed a desire to overcome their literacy difficulties and had thoughts about the need for appropriate support. Conclusions: This study confirmed that dyslexia not only causes academic and emotional difficulties during school age but also continues to affect various areas of adult life such as daily life, interpersonal relationships, personal development, work and home life, and parenting, as well as emotional difficulties. They expressed a strong desire to overcome their reading and writing difficulties, emphasizing the need for specialized educational institutions and efforts to increase awareness and support for adults with dyslexia.

그릿이 자기효능감과 진로성숙도에 미치는 영향 : 초등학생 난독증 고위험군을 중심으로

김은희(Kim Eun-Hee),송선희(Song Sun-Hee) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.24

본 연구의 목적은 난독증 고위험군의 진로성숙도를 높이기 위해 그릿과 자기효능감의 개입이 효과적일지에 대한 기초자료를 수집하기 위해 연구를 수행하며, 그릿이 진로성숙도에 미치는 영향 관계에서 자기효능감의 매개효과를 검증하는 것이다. 본 연구는 2020년 1월부터 8월까지지 경기도 지역의 초등학교 학생 700명을 대상으로 난독증 선별검사를 실시하였고, 그 중 난독증 고위험군으로 257명이 도출되어 자료분석에 활용하였다. 자료분석은 SPSS 24.0와 AMOS 24.0의 통계 프로그램을 활용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 난독증 고위험군의 그릿은 자기효능감에 유의한 정의 영향을 미치는 것으로 나타났다. 둘째, 난독증 고위험군의 자기효능감은 진로성숙도에 유의한 정의 영향을 미치는 것으로 나타났다. 셋째, 난독증 고위험군의 그릿은 진로성숙도에 유의한 정의 영향을 주는 것으로 나타났다. 넷째, 난독증 고위험군의 그릿과 진로성숙도의 관계에서 자기효능감은 매개효과가 유의한 것으로 확인되었다. 본 연구는 난독증 고위험군에 대한 연구 결과를 실증적으로 밝힘으로써 향후 난독증으로 어려움을 겪는 학생들을 위한 연구에 기초자료로 활용될 수 있을 것으로 기대된다. The purposes of this study were to collect the basic data whether GRIT and the intervention of self-efficacy were effective to enhance the career maturity in the high-risk group of dyslexia, and to verify the mediated effect of self-efficacy in the relationship between GRIT and career maturity. The study was conducted with the subjects of 700 primary school students in Gyunggi Province from January to August 2020, performing dyslexia screening test. Out of them, 257 students were screened as the high-risk group of dyslexia to be used for data analysis. With respect to the data analysis, SPSS 24.0 and AMOS 24.0 statistics programs were used. The results of the study are as follows. First, GRIT in the high-risk group of dyslexia showed the positive impact on their self-efficacy, significantly. Second, self-efficacy in the high-risk group of dyslexia showed the positive impact on their career maturity, significantly. Third, GRIT in the high-risk group of dyslexia showed the positive impact on their career maturity, significantly. Fourth, self-efficacy showed the significant mediated effect in the relationship between GRIT and career maturity in the high-risk group of dyslexia. The results of this study are anticipated to be used as the fundamental data in the future studies with the students who suffer from dyslexia.

A STUDY ON DEVELOPMENT OF DYSLEXIA DIAGNOSTIC TOOLS IN KOREA

( Yong Wook Kim ) 대구대학교 한국특수교육문제연구소 2016 Asia-Pacific Journal of Intellectual Disabilities Vol.3 No.1

Recently, education professionals have been interested why reading may not develop along the expected trajectory for some students. Consequently, school professionals and parents have been attentive to understand dyslexia. Dyslexia has not been specifically identified in Korea. Many students with dyslexia, the serious difficulty in reading, are regarded to have poor school performance, not being provided the appropriate educational services. The problem is caused by less research on dyslexia in Korea Character, Hangul, a shallow orthography, and by no diagnostic tools for diagnosing dyslexia. Results of the study revealed that the inspection area required for diagnosing dyslexia Hangul included 11 areas including alphabet knowledge, phonological awareness, phonological memory, rapid automatic naming, word rec ognition, reading fluency, vocabulary knowledge, listening comprehension, reading comprehension, spoken language skills, and spelling. To evaluate the function for each area, sub-questions were designed.

미국 난독증 법과 국내 난독(증) 학생 지원 조례 비교분석

나경은,손승현,장진경 국립특수교육원 2022 특수교육연구 Vol.29 No.1

The purpose of this study was to compare and analyze bylaws to increase the effectiveness of the support ordinance by suggesting the revision direction of the domestic dyslexia student support ordinance. To do this, first, the presence or absence of dyslexia laws in each state in the United States was investigated, and detailed contents were analyzed based on five criteria (selection/identification, pre-service teachers, in-service teachers, interventions, and community). On the other hand, for domestic dyslexia ordinances, 11 city/provincial office of education support ordinances and 8 regional support ordinances were analyzed based on screening/identification, pre-service teachers, in-service teachers, interventions, and local communities using the National Law Information Center. As a result of comparative analysis of the laws and ordinances of the two countries in the United States and Korea in five criteria: screening/identification, pre-service teachers, in-service teachers, interventions, and community, the United States included a higher percentage in all criteria except for community criteria, and support focused on public education in detail specified. On the other hand, in Korea, dyslexia-related education for pre-service teachers was not mentioned in all ordinances, and only selection/identification, in-service teachers, intervention, and community were specified. Based on the above content, revision directions were suggested, such as subdivision of ordinance contents, curriculum to be included in training preservice teachers, and intervention and support centered on public education. 본 연구의 목적은 국내 난독(증) 학생 지원 조례의 개정 방향을 제시하여 지원 조례의 효과를 높이는 것으로 이를 달성하기 위해 미국의 각 주별 난독증 법과 국내의 시도교육청 및 지역별 난독(증) 학생 지원 조례를 비교·분석하였다. 이를 수행하기 위해 먼저 미국의 각 주별 난독증 법의 유무를 조사하였고 세부적 내용을 5가지(선별/판별, 예비교사, 현직교사, 중재, 지역사회)의 기준으로 분석하였다. 또한 국내 난독(증) 조례는 국가법령정보센터를 활용하여 시도교육청 지원 조례 11개, 지역별 지원 조례 8개를 같은 기준으로 분석하였다. 미국과 한국 두 나라의 법과 조례를 선별/판별, 예비교사, 현직교사, 중재, 지역사회를 기준으로 비교 분석한 결과, 지역사회를 제외한 4개 기준에 대해 미국의 난독증 법이 더 높은 비율로 포함하고 있었으며 공교육 중심의 지원을 세부적으로 명시하였다. 반면 국내의 경우 예비교사를 대상으로 한 난독증 관련 교육은 모든 조례에서 언급하지 않았고 선별/판별, 현직교사, 중재, 지역사회에 대해서 명시하였다. 이상의 연구 결과를 토대로 조례 내용의 세분화와 예비교사 양성 시 포함되어야 할 교육과정, 공교육을 중심으로 한 중재 및 지원 등의 개정 방향을 제시하였다.

난독증 학생 지원 요구에 대한 이해관계자 집단 간 비교 분석

우정한,김요섭,김윤옥,강옥려,김소희,허승준 한국학습장애학회 2016 학습장애연구 Vol.13 No.1

In order to provide more appropriate educational services for students with dyslexia having severe difficulty in reading, it is necessary to survey and analyze their needs, and then to establish proper educational policies. Therefore, the present study surveyed 141 persons including teachers, education administrators, parents, and specialists who relate directly or indirectly to education for students with dyslexia. The survey was composed of three categories and forty-five items including some items for each responding group. The items that every respondents responded included dyslexia student's characteristics, teaching and learning, and support from laws and systems. The main results were as follows. First, the most serious problem was lack of specialists teaching students with dyslexia in the student's characteristics area, supply of educational materials required in teaching and learning area for students with dyslexia, and the reinforcement for identification of students with learning disabilities and for support with professional teaching and learning in the area of laws and systems. Second, the most needed support was phonological awareness and decoding to improve reading achievement in the teachers response area. Third, the support needed in a school for children with dyslexia was reading and writing programs in the parents response area. Discussions were provided based on the main results in this study, too. 읽기 학습에 심각한 어려움을 가진 난독증 학생에게 보다 적합한 교육서비스를 제공하기 위해서는 이들에게 적합한 교육정책을 수립 및 개선해야 하고, 이를 위해서는 난독증 학생의 지원에 대한 요구를 조사․분석하는 것이 필요하다. 따라서 본 연구는 난독증 학생의 교육과 직․간접적으로 관련되는 교사, 교육행정가, 부모 및 전문가 141명을 대상으로 설문조사를 실시하였다. 설문지의 구성은 공통 응답 문항(학생의 특성, 교수․학습, 법/제도․지원 영역), 교사 응답 문항 및 부모 응답 문항의 3유형, 총 44문항으로 구성하였다. 연구의 주요한 결과는 첫째, 공통 응답 문항의 난독증 학생 특성 영역에서 난독증 학생의 교육 관련 가장 심각한 문제는 학생을 담당할 수 있는 전문가의 부족이었고, 교수․학습 영역에서 난독증 학생의 학습지도를 위해 우선 필요한 지원사항은 지도자료의 제공이었으며, 법/제도․지원 영역에서 난독증 학생 지원을 위해 가장 필요한 법적 제․개정사항은 학습장애 선정․판별 및 전문적 교수․학습 지원의 강화였다. 둘째, 교사 응답 문항에서 읽기성취도 향상 위해 가장 많은 지원이 필요한 내용은 음운인식 및 해독이었다. 셋째, 부모 응답 문항에서 난독증 자녀를 위해 학교에서 필요한 지원은 읽기, 쓰기 학습프로그램이라고 응답하였다. 이와 같은 주요한 결과를 바탕으로 다양한 논의를 제시하였다.