놀이 중심 국어 학습 활동이 학습장애아동의 언어 사용 능력에 미치는 효과

다국어 초록 (Multilingual Abstract)

Students with learning disabilities have hard time to master reading and writing skill even though basic Korean is one of the most important subjects as a tools curriculums so they are suffered from performing learning tasks. Literacy is the starting point for all subjects and it is the most basic function so, it has become a bigger problem.
This is a case study to see the effect of play-centered Korean learning activities for the children having disability to use the language mainly reading, writing, communication skills. Target Student is the boy who is in 5th grade in Dae-gu. He has Language learning disabilities as well as social communication disorders are also.
This is base on the studies by Park Ok-Young(1999) who preceded the study that play-centered Korean learning activities improve speaking abilities, and increase interest of participation induced and achievement motivation of children with underachievement and Heo young-seon(2007) who preceded the study that play-oriented language learning activities are learning disability affects the child's language skills.
Pre-and post-harvest inspection is conducted about Literacy which is measured by using KISE-BAAT, basic academic examination developed by the National Special Education Center(2005). And Pre-and post-harvest inspection is conducted about Communication Skill which is measured by using Bames & Olsan(1982) which is Kim eun-mi's(2003) was produced parent-child communication between the tools to measure. This study was produced by play-centered Korean learning activities program to the student twice a week form February 2011 to March Fourth and examined six weeks later.
I applied play-centered Korean learning activities to fifth grade elementary student with learning disabilities to see how to improve child's abilities of using language and how it works. The results of this study were as follows:
First of all, play-centered Korean studying activities？always bring positive effects to the kids with learning difficulties. This method of having the targeted kids ？actually feel ？and sense the texts and build the detailed structures, raises their interests and wills to participate and achieve. Also, it provides the kids with more confidence to analyze the sentences and more abilities in understanding or identifying the words within. Eventually, this confidence and interests will build in them, having positive effects and inspirations in reading studies.
Secondly, play-centered Korean studying activities also has great effects to kids' writing skills. When they are experiencing the words themselves, it gives them more confidence and pride in their writing against others' judgement?？Thus, aforementioned positive enhancements maximize their confidence, and eventually this confidence will be their inspiration to practice writing more. Detailed structuring has enhanced the students' writing and speaking skills, and also raised their self esteem when they are expressing themselves using these skills.？
Finally, play-centered Korean studying activities also enhances the ability to communicate. When they are communicating with teachers, they become self aware of their jobs as students and requirements along with abilities to complete them. Also, it maximizes one's use of speaking skills and improves their social language skills as well.

Overall, play-centered Korean learning activities brings positive enhancements and effects to the students with learning disabilities. It gives them confidence and boosts their interests in their reading and writing skills. They were also showing？more enthusiasm to communicate, which in result, has been enhanced naturally with the program.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정리 5
• 4. 연구의 범위 6
• II. 이론적 배경 7
• 1. 총체적 언어 사용 능력 7
• 2. 학습장애아동의 총체적 언어 사용 능력 8
• 3. 학습장애아동의 언어 사용 능력 지도 12
• 4. 놀이 중심의 국어 학습 활동 20
• III. 연구 방법 25
• 1. 연구대상 25
• 2. 연구 설계 및 절차 27
• 3. 측정도구 28
• 4. 놀이 중심 국어 학습 활동 프로그램 29
• 5. 자료처리 32
• Ⅳ. 연구 결과 33
• 1. 놀이 중심 국어 학습 활동이 읽기 능력 향상에 미치는 효과 33
• 2. 놀이 중심 국어 학습 활동이 쓰기 능력 향상에 미치는 효과 35
• 3. 놀이 중심 국어 학습 활동이 의사소통 능력 향상에 미치는 효과 38
• Ⅴ. 논의 42
• Ⅵ. 결론 및 제언 46
• 1. 결론 46
• 2. 제언 47
• 참고문헌 48
• 부록 52
• 1. 의사소통능력 검사지 53
• 2. 놀이 중심 국어 학습 활동 지도안 55
• 3. 놀이 중심 국어 학습 활동 일지 67