읽기장애 아동의 효과적인 교수방법연구 - 다섯가지 교수영역을 중심으로

Effective Reading Instruction: Strategies Recommended by National Reading Panel

  읽기장애 아동들을 가르칠 때, 가장 핵심적인 언어, 읽기 기술들은 무엇이고, 그 영역들을 가르치는 데에 효과성이 입증된 교수방법은 무엇인지 정리해 보았다. 2000년에 발표된 National Reading Panel은 90년대 후반까지 읽기장애에 관한 연구논문들을 정리하여 어떠한 교육방법들이 효과적인지를 발표한 미국 교육부의 보고서이다. 본 논문에서는 NRP에서 발표한 내용들과, NRP이후에 덧붙여진 연구결과를 중심으로 음운인식, phonics, 유창성, 어휘, 읽기 이해의 다섯 가지 영역에 대하여 효과적이라고 밝혀진 교육방법들을 정리하였다. 끝으로 한국어 상황에 맞게 재검토되거나 주목해야 할 연구영역들을 들어 앞으로의 연구방향을 제안하였다.

&nbsp;&nbsp;In this paper, the author reviewed studies in the five areas of reading instruction: Phonemic awareness, phonics, fluency, vocabulary, and text comprehension. For each area of reading instruction, National Reading Panel report (2000) and more recent studies after the NRP report were reviewed and summarized. This review was intent to Korean teachers and researchers in the field of special education as well as speech and language service.<BR>&nbsp;&nbsp;For phonemic awareness, the definition and tasks of phonemic awareness was reviewed and Korean examples were given to interpret the NRP results. The difference of syllable structures between English and Korean, which affects difficulty level of phonemic awareness, was explained. Next, effective instructional methods in phonics instruction was reviewed, The concept of systematic phonics instruction, and different approaches of explicit and systematic phonics instruction was provided. For teachers, the author described a process that connecting word-level instruction with text related activities. Thirdly, review of fluency research was presented with discussions around guided oral reading vs. independent silent reading. As follow-up research of NRP, Therrian&quot;s meta-analysis (2004) in repeated oral reading was summarized. For vocabulary and text comprehension, review of NRP report was given with suggested readings that help teachers to use the NRP result in classroom teaching.<BR>&nbsp;&nbsp;Because reading instruction is a very much related to the orthographic system, careful consideration was given in interpreting English studies during the review. While Korean is a shallow orthography, English is a deep orthography. Therefore, certain NRP results such as the difficulty among phonemic awareness tasks and the power of phonemic awareness in predicting reading difficulties should be reconsidered and investigated in Korean. Also, English studies had not produced a research consensus about effective strategies in text comprehension and vocabulary, not to mention writing. Many young Korean children suffer reading difficulty in these areas of reading curriculum. The author suggest Korean field of special education conduct more research in order to find more effective instructional strategies especially in those areas. The author hoped this paper to provide a framework for the future Korean research and practice in reading instruction.