일견단어 음운규칙 프로그램이 다문화 아동의 한글 읽기 능력에 미치는 효과 = The Effect of Sight Word and Phonological Rule Programs on the Reading Ability of Multicultural Children

다국어 초록 (Multilingual Abstract)

Purpose: Reading difficulties of children from multicultural families may lead to academic and social difficulties. Therefore, a support system is needed. Sight words are those words that children automatically recognize the pronunciation and meaning, and are defined as words that progress from information to memory simultaneously. Sight word knowledge is an essential element in developing early reading skills. Therefore, this study attempted to investigate the effect of a sight word and phonological rule program on the reading ability of multicultural children.
Methods: This study was conducted on three multicultural children living in Gangwon-do. The study was conducted in the order of basic line, intervention, and maintenance. Sight words used in the program were organized to be affected by the phonological rules of lenition, fortition, and aspirating, and each phonological rule consisted of four target phonemes, consisting of a total of 12 sets of words. Each word was presented to the child with visual material.
Results: After intervention with the sight word and phonological rule program, all three multicultural children were found to have improved word recognition ability. In addition, three multicultural children were found to have improved reading fluency and reading comprehension after the intervention.
Conclusions: According to the results of the study, the sight word and phonological rule program applied to multicultural children seemingly showed a positive effect on reading ability, confirming the possibility that the program could help multicultural children’s reading ability. The authors look forward to the development of textbooks and teaching aids based on the results of this study in the future.