한글 독해력 장애아동에 관한 예비적 연구 — 국민학교 3，4학년 대상으로 ᅳ

Specific Reading Disorder in Korean Elementary School Children ᅳ A Pilot Study —

While the problems of specific reading disorder have caused formidable interests and various researches including neuropsychiatric aspect have been carried out in western countries, specific reading disorder was rarely reported in oriental countries including Japan and China. Virtually no study has ever been done on specific reading disorder in Korean elementary school children. The purpose of this study was to determine the existence and the prevalance of specific reading disorder in Korean children and to investigate characteristics of such children. Teachers of the 3rd and 4th grade in the particular elementary school were asked to refer children with reading problem despite of normal intelligence. Then 93 children were referred from 1154 children. Among 93, four children were eliminated because of obvious low Intelligence (I.Q. 75 below). The results of this study were as follows. (1) Among the 89 reading difficulty children, 15 children were practically non reader, 29 were able to read only few words one by one, the rest 45 cases were able to read most of words but had difficulty to read several complex words. If we define the first two group as definite specific reading disorder the prevalance of specific reading disorder in this particular sample was 3.8%. (2) Among 44 children with definite specific reading disorder, the ratio of male to female was 1.3 to 1 and the ratio 3rd to 4th grade was2.1 to 1. (3) Parents’ education and ecomic status of reading disorder group was lower than control group. (4) Comprehension and writing ability seemed to paralled with degree of reading disability thus it appeard that comprehension and writing ability related to reading ability. (5) Intelligences of 15 children with practically non-reacher were measured by K-WISC (Korean-Wechsler Intelligence Scale for Children). The mean I.Q. was 91. 3 Varbal I.Q .(87.8) of these children was significantly lower than their performance I.Q. (96.7) (p<0. 01). Significantly higher scores were noted in picture completion and object assembly subtests and scores of arithmatic and digit span subtests tend to be lower. (6) Bender-Gestalt test was also done to 15 practically non-readers. Among 15 reading difficulty children only 4 cases (26. 6%) showed abnormal findings in Bender-Gestalt test. (7) In soft neurologic examination, there was no significant difference between reading disorder group and control group.