읽기이해 예측지표에서 나타나는 난독현상 경험 아동과 일반아동의 차이점 연구 = Comparing predictors of reading comprehension between students with and without reading difficulties

국문 초록 (Abstract)

본 연구는 초등학교 저학년에서 일반아동과 난독현상을 경험하고 있는 아동들 간에 읽기이해 예측지표에 어떠한 차이가 있는지 알아보고자 실시되었다. 초등학교 1, 2학년 일반아동 64명과 난독현상을 경험하는 아동 86명, 총 150명이 본 연구에 참여하였다. 두 집단의 읽기이해 예측지표에 차이가 있는지 살펴보기 위하여 중다회귀분석을 실시하였다. 종속변인에는 읽기이해능력, 예측변인에는 음운인식, 음운처리속도, 작업기억, 단어읽기, 읽기유창성, 어휘, 듣기이해능력이 포함되었다. 분석 결과 일반아동은 어휘와 작업기억이 읽기이해능력의 37%를 설명하는 것으로 나타났다. 난독현상을 경험하는 아동의 경우 읽기유창성, 듣기이해가 읽기이해를 44%로 설명하고 있었다. 학년 및 읽기능력 집단별 회귀분석을 실시한 결과에서는 1학년 일반아동은 읽기유창성이, 1학년 난독현상을 경험하는 아동은 음운처리속도가 유의한 예측지표로 확인되었으며 2학년에서는 일반아동은 작업기억과 듣기이해가, 난독현상을 경험하는 아동은 읽기유창성과 작업기억이 예측지표였다. 전반적으로 일반아동에게서는 어휘와 작업기억의 역할, 난독현상을 경험하는 아동에게서는 읽기유창성이 읽기이해능력을 설명하고 있는 것으로 나타났으며, 학년이 높은 난독현상을 경험하는 아동들은 그보다 학년이 낮은 일반아동들의 특성을 일부 공유하는 것을 알 수 있었다.

다국어 초록 (Multilingual Abstract)

The authors investigated whether a difference exists in reading comprehension predictors between students with and without reading difficulties. A series of multiple regression analyses were conducted to determine reading comprehension predictors. The results showed that vocabulary and working memory accounted for 35% of reading comprehension in students without reading difficulties, while fluency and listening comprehension were associated with 43% of reading comprehension in students with reading difficulties. The follow-up analyses further pointed to reading fluency as the foremost predictor for students with reading difficulties. The results also suggested that as the students mature and become more successful readers, they spend more cognitive resources on higher-order cognition skills such as vocabulary and working memory while less skillful readers focus on using text-oriented skills such as reading fluency during their reading comprehension.

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