초등 5-6학년 발달성 난독학생과 일반학생의 담화이해력 차이: 담화모드 & 담화해독난이도 = Differences in Text Comprehension Between Developmental Dyslexia Students and General Students in Fifth to Sixth Graders of Elementary School: Text Mode and Text Decoding Difficulty

다국어 초록 (Multilingual Abstract)

Purpose: The differences in text comprehension between students with developmental dyslexia and general students in the 5th and 6th grades of elementary school were examined by considering the text mode (reading comprehension, listening comprehension) and text decoding level of difficulty (difficulty-high, difficulty-low).
Methods: The subjects were 15 students with developmental dyslexia in the 5th and 6th grades of elementary school and 15 general students who matched their grade level. Each text consisted of 8 topics, and 8 questions were asked with one paragraph per topic. A total of 64 questions were scored using a 0, 1, 2 system. After reading or listening to the text, the subjects answered questions about the text in spoken language. The difficulty level was set at 40% or more of the grapheme-phoneme mismatch ratio and 20% or less of the difficult grapheme-phoneme mismatch ratio, and the questionnaires were unified according to variables. The text mode and the difficulty of text interpretation were counter balanced so that the order effect was excluded.
Results: First, Developmental dyslexic students showed lower performance than general students in all text modes. This suggests that listening comprehension may have difficulties as the grade goes up, and evaluation and intervention are needed for not only reading comprehension but also listening comprehension. Second, Developmental dyslexia students showed lower performance on high grapheme-phoneme mismatch ratio than low grapheme-phoneme mismatch ratio. It can be interpreted as showing difficulties in text comprehension even though deciphering ability develops as the grade progresses. This means that decoding difficulty should be considered when supporting the text comprehension of developmental dyslexic students.
Conclusions: From the above results, developmental dyslexia students show difficulties in listening comprehension, so it is necessary to comprehensively examine text comprehension along with text reading skills and language skills such as vocabulary, grammar, and syntax that can affect text comprehension.