지적장애 학생의 단어 학습을 위한 한글 읽기 프로그램 개발 및 적용 사례 연구

Development and Application of ‘Hangeul’ Reading Program on Word Learning for Students with Intellectual Disability: Based on utilizing a Character-building Principle of Hunminjeongeum

이 연구는 훈민정음 제자원리를 활용하여 제작된 읽기 프로그램이 지적장애 학생의 단어 학습에 미치는 효과를 알아본 사례연구다. 한글 읽기 프로그램은 ‘1단계: 모음과 자음’, ‘2단계 : 자음과 모음의 연합’, ‘3단계: 받침’, ‘4단계: 경음’ 의 4단계로 구성되어 있어서 학생 수준에 맞춰 적용이 가능하다. 이 연구에는 3명의 지적장애 학생들이 참여하였다. 학생 A와 B는 읽기 프로그램 1단계부터 적용하였고 학생 C는 2단계부터 적용하였다. 읽기 프로그램 중재 기간은 2016년 3월 28일부터 7월 18일까지이다. 국어 시간을 이용하여 중재하였고 학생 A는 64회기, 학생 B는 58회기, 학생 C는 46회기를 실시하였다. 프로그램 중재 후 9월 1일부터 9월 13일까지 유지여부 확인을 위한 검사를 실시하였다. 연구 결과 참여 학생 3명 모두 단어학습능력이 향상되었고 유지되었다. 훈민정음 제자원리를 활용한 읽기 프로그램은 지적장애 학생의 단어학습 능력 향상에 효과가 있는 방법이다.

This is the case study using letter formation principles of Hunminjeongeum within the Hangeul Reading Program to observe the improvements of Students with Intellectual Disability. This study was conducted in 2 phases. In Phase 1, the Hanguel Reading Program was applied using four different learning stages consisting of: vowels and consonants, the combination of vowels and consonants, final consonant sounds, and identical double consonants. These stages are useful in helping teachers implement the program by different level of each student. In Phase 2, observations were made to record and determine the overall effects of Phase 1. Three Students with Intellectual Disability participated in this study within their Korean class time. Student A and Student B began at first stage of this reading program, while Student C began at the second stage. The period of intervention was applied from March 28, 2016 through July 18, 2016. Each session was approximately 30 minutes to an hour each day, 3 to 5 times a week. Total intervention time was as follows: 64 sessions for Student A, 58 sessions for Student B, and 46 sessions for Student C. After the intervention of Phase 1, Phase 2 was performed for testing and recording the overall effects of the intervention. These tests were conducted from September 1, 2016 through September 13, 2016. Phase 2 revealed that all three students consistently made significant progress in their reading abilities during intervention after applying the Hangeul Reading Program. Considering these consistent improvements, this case study shows its beneficial effects of this Hangeul Reading Program on Students with Intellectual Disability.