읽기전략 교수가 ADHD 초등학생의 읽기이해에 미치는 효과

Effects of the Reading Strategy Instruction on Reading Comprehension of Elementary Students with ADHD

이 연구는 읽기이해 전략 교수가 읽기이해의 어려움과 자기조절의 결함을 보이는 ADHD 초등학생의 읽기이해에 미치는 효과를 알아보는 것을 목적으로 하였다. 연구대상은 ADHD로 진단을 받은 초등학교 4~5학년 학생 30명으로, SRSD를 활용한 읽기전략 교수 집단 10명, 읽기전략 교수집단 10명, 그리고 통제집단 10명으로 구성하였다. 중재는 주 2회 총 14회기 동안 진행되었으며, 사전, 중간, 사후, 유지 단계에서 연구자가 개발한 설명글 읽기이해질문 검사와 다시말하기 검사를 활용하여 대상 아동들의 설명글 읽기 이해 수준의 변화를 알아보았다. 일반화를 알아보기 위한 이야기글 읽기이해질문 검사와 다시말하기 검사를 각 단계에서 실시하였다, 연구결과, 두 중재집단은 읽기이해 질문검사와 다시말하기 검사에서 향상을 보였으며, 이러한 향상은 이야기글로 일반화가 이루어졌다. 이러한 결과를 바탕으로 논의가 이루어졌다.

The purpose of this study was to examine the effects of reading comprehension strategy for elementary school students with ADHD on reading comprehension. The participants of this study is totally 30 of 4th, 5th-gade students with ADHD, 10 students were assigned to the group of SRSD for TWA, 10 students were assinged to the group of TWA only and 10 students were assigned to the wait-list control group. Student in experimental group participated in 14 sessions, 2 times a week. Each session lasted 50 minutes. The results of this study were follows: First, two experimental group was showed significant difference from control group on reading comprehension measures and the effects of intervention were maintained at follow-up. But there were no difference between two experimental groups. Second, two intervention groups demonstrated significant increase in reading comprehension of expository text in the results of within group analysis. And SRSD for TWA group showed better performance on reading comprehension measure. Third, increased reading comprehension of expository text were generalized to reading comprehension of narrative text. But there were no difference between two experimental groups except post test of retelling. Results of this study suggest that reading comprehension strategy instruction is useful for elementary school students with ADHD on improving reading comprehension.