소리내어 읽기가 뇌성마비 아동의 독해능력 향상에 미치는 효과

The Effects of Improving Reading Comprehension ability on Reading-Aloud Program in Children

본 연구의 목적은 소리내어 읽기가 뇌성마비 아동의 독해능력 향상에 미치는 효과를 밝히기 위하여 실시되었다. 연구의 대상은 초등학교 학습도움실에 배치된 뇌성마비 남자 아동 2명으로 조음장애와 시각 고정에 어려움을 갖고 있는 아동들이다. 연구의 설계로는 ABAB설계를 사용하였다.본 연구의 결과는 다음과 같다. 첫째, 소리내어 읽기는 조음장애와 시각 고정이 어려운 뇌성마비 아동이 읽은 글의 6H 요소 파악에서 왜를 제외한 다섯 요소의 개선에 긍정적인 효과를 나타내었다. 그러나 각 요소간 향상 정도는 차이가 있으며 특히 글 중에 자주 제시되며 직접 재생이 가능한 요소의 개선이 빠르고 지속적으로 이루어졌다.둘째, 소리내어 읽기는 조음 장애와 시각 과정이 어려운 뇌성마비 아동이 읽은 글의 이야기 순서를 파악하는 일에 긍정적인 효과가 있었다.

The purpose of this study was to investigate the effects of improving reading comprehension ability on reading-aloud program in children with cerebral palsy. The subject for this study were two male children with cerebral palsy, who also had severe problems of speech and eye fixing. They can read korean words and sentences but have low level of reading comprehension. This study used ABAB design. The results of this study were as follows; First, The reading-aloud program had positive effects of finding of 6H elements in a juvenile story in children with cerebral palsy. Especially, Who, Where, What had higher improving rate than the rest elements three. The reasons of this result was why cue for finding who, where, what elements were directed presentation in a juvenile story. Second, The reading-aloud program had positive effects of finding sequences of story in a juvenile story in children with cerebral palsy. But the rate of improving was not high. because finding sequences of story in a juvenile story needed various cognitive processing. The purpose of this study was to investigate the effects of improving reading comprehension ability on reading-aloud program in children with cerebral palsy. The subject for this study were two male children with cerebral palsy, who also had severe problems of speech and eye fixing. They can read korean words and sentences but have low level of reading comprehension. This study used ABAB design. The results of this study were as follows; First, The reading-aloud program had positive effects of finding of 6H elements in a juvenile story in children with cerebral palsy. Especially, Who, Where, What had higher improving rate than the rest elements three. The reasons of this result was why cue for finding who, where, what elements were directed presentation in a juvenile story. Second, The reading-aloud program had positive effects of finding sequences of story in a juvenile story in children with cerebral palsy. But the rate of improving was not high. because finding sequences of story in a juvenile story needed various cognitive processing.