RISS 검색 - 국내학술지논문 상세보기

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다국어 초록 (Multilingual Abstract)

Purpose: School-age children with intellectual disabilities have difficulty with cognitive and language development. These challenges cause difficulties in connecting letters and meaning and in comprehending and expressing stories. Therefore, in order to improve the story comprehension and expression ability of school-age children with intellectual disabilities, we implemented an anchored instruction program and examined its effectiveness.
Methods: Six school-age children with intellectual disabilities participated in the study, and a pre-post design was applied to determine the effectiveness of the program. The program was conducted in small groups of three participants each, and the program consisted of a total of five stages. It proceeded with presentation of the anchor [1st stage], confirmation of anchors [2nd stage], connection of anchors [3rd stage], presentation of solutions [4th stage], and application of anchors [5th stage]. After the intervention, we examined the degree of change in story comprehension and expression abilities.
Results: First, the tasks of comprehension of literal/factual information, text-connection inference, and gap-filling inference showed high scores in the post-evaluation. There was a statistically significant difference in the score changes in the literal/factual information and text-connection inference. Howevere, there was no statistically significant difference in the gap-filling inference. Second, T-unit, MLTw, number of dependent clause types, and MDCTU showed high values in the post-evaluation. The numerical change in MDCTU showed a statistically significant difference.
Conclusions: The results show that the media anchored instruction program has a positive effect on subjects’ ability to comprehend and express stories. However, since it is somewhat difficult to generalize and interpret, it is believed that further systematic research in needed.