청각적 순차처리 곤란 아동의 문자 해독 능력 개선을 위한 음운 인식 프로그램 개발

Development of Phonological awareness Program for children with problem of Auditorial sequential information-processing

본 연구는 문자 해독 곤란 아동의 인지처리 특성을 밝히고 청각적 순차처리 곤란 아동의 음운 인식 프로그램을 개발하고자 실시되었다. 본 연구의 대상은 초등학교 2-4학년 문자 해독 곤란 아동 40명이었다. 본 연구의 결과는 다음과 같다. 첫째, 문자 해독 곤란 아동의 순차처리척도(손동작, 수회생, 단어배열)(K-ABC)의 표준 점수와 습득도(문자해독, 문장이해)의 표준 점수 간에는 상관관계가 높으며 특히 청각적 순차처리 영역인 수회생, 단어 배열과 밀접한 관련이 있는 것으로 나타났다. 둘째, 청각적 순차처리 곤란 아동의 음운 인식 능력 개선 프로그램은 문자 해독 곤란 아동의 음운 인식능력을 개선시켜 문자 해독 능력을 향상에 효과적인 것으로 나타났다

The Purpose of this study was to explore the characteristics of information-processing of children with decoding problem and to develop phonological awareness program for children with problem of auditorial sequential information-processing The subjects for this study were 40 children who enrolled elementary school(from 2th grade to 4th grade) and had decoding problem. The results of this study were as follows: First, Children with decoding problem had statistically significant difference between sequential processing scale and simultaneous processing scale, and also had between sequential processing scale and achievement scale. Especially, The sub－test motion of hands, number memory, words arrangement had effects on achievement scale decoding and reading comprehension Second, phonological awareness program for children with problem of auditorial sequential information-processing had effects on improvement on decoding ability of children with decoding problem. The Purpose of this study was to explore the characteristics of information-processing of children with decoding problem and to develop phonological awareness program for children with problem of auditorial sequential information-processing The subjects for this study were 40 children who enrolled elementary school(from 2th grade to 4th grade) and had decoding problem. The results of this study were as follows: First, Children with decoding problem had statistically significant difference between sequential processing scale and simultaneous processing scale, and also had between sequential processing scale and achievement scale. Especially, The sub－test motion of hands, number memory, words arrangement had effects on achievement scale decoding and reading comprehension Second, phonological awareness program for children with problem of auditorial sequential information-processing had effects on improvement on decoding ability of children with decoding problem.