난독증 및 읽기 부진 학생들을 위한 개별화된 지원 방안 고찰

A Study on Individualized Interventions for Students with Dyslexia and Reading Difficulties: Using Text Mining to Analyze Teachers’ Observation Worksheets

연구목적: 본 연구의 목적은 난독증 및 읽기부진학생의 개별화된 중재 요소를 확인하는 방법으로서 텍스트 마이닝을 활용한 수업일지 분석 결과의 활용가능성을 탐색하는 것이다. 연구방법: 2020년 진행된 서울시 난독증 프로젝트에 참여한 18명의 난독증 및 읽기부진 학생을 지도한 9명의 교사들의 수업일지를 수합하여 25회기를 분기별로 구분한 뒤 텍스트마이닝 기법을 활용하여 학생의 중재과정을 분석하였다. 연구결과: 수업일지 빈도분석 결과, 중재 기간 중 가장 많이 등장한 주제어는 분기를 막론하고 ‘단어’, ‘검사’, ‘시간’ 순으로 나타났으며, 중재 시기에 따라 등장 빈도가 높은 단어에는 차이를 보였다. 의미연결망 분석 결과도 중재 시기에 따라 차이를 보였는데, 높은 상관을 보인 단어는 초기에는 ‘초기문해’, ‘수정’, ‘절차’, ‘안내된 연습’, ‘형성평가’, ‘비교’, 중기에는 ‘음소’, ‘대치’, ‘합성’, 후기에는 ‘동기’, ‘태도’, ‘칭찬’, ‘자신감’으로 나타났다. 결론: 이상의 결과를 선행연구와 비교하고 개별화된 중재의 효과 분석에 수업일지의 활용가능성을 논의에서 다루었다.

Purpose: The purpose of this study was to identify factors of individualized interventions for students with dyslexia and reading difficulties, investigating the applicability through the text mining analysis of the teachers’ observation worksheets. Method: The observation worksheets of nine teachers who instructed 18 students with dyslexia and students with poor reading abilities who participated in the dyslexia project in Seoul in 2020 were collected and divided by 25 sessions into four parts, and then used text mining techniques to improve students intervention. Results: As a result of the frequency analysis of the observation worksheets, the keywords that appeared the most during the intervention period were ‘word,' 'test,' and ‘time,' and there was a difference in words with high frequency of appearance according to the time of intervention. The results of the semantic network analysis also showed differences according to the intervention period. In the early stage, ‘initial literacy,' ‘correction,' ‘procedure,' ‘guided practice,' ‘formal evaluation,' and ‘comparison' appeared. In the middle stage, ‘phoneme,' ‘replacement,' and ‘synthesis' appeared. And in the latter period, ‘motivation,' ‘attitude,' ‘praise,' and ‘confidence’ appeared. Conclusion: The above results were compared with previous studies and the possibility of using the teachers’ observation worksheets was discussed as a method of analyzing the intervention effect of individualized support.