의미단위 읽기전략이 청각장애아동의 읽기 유창성과 이해도에 미치는 영향

The Effects of the Meaning-centered Sentence Pause Reading Strategy on Reading Fluency and Comprehension of Children with Hearing Impairments

이 연구는 청각장애아동들의 의미단위 읽기전략을 활용한 지도방법이 읽기 유창성에 미치는 영향을 알아보는 것을 목적으로 의미단위 읽기전략을 활용한 읽기속도, 읽기정확도, 읽기 이해도에 대한 향상을 목적으로 하였다. 이를 위하여 A시에 소재한 일반 초등학교에 재학하고 있는 4학년, 5학년, 6학년 청각장애 초등학생 21명을 대상으로 1회기 당 45분씩, 12회기 동안 의미단위 읽기 지도를 실시하였다. 각 회기 동안 평균 505개의 어휘를 바탕으로 하여 12개의 주제별 동화를 읽도록 하였고, 사전 검사-1차지도-중간검사 1-2차지도-중간검사 2-3차지도-사후검사 등의 단계를 통하여 자료를 수집하였다. 수집된 결과 비교를 위하여 사전검사, 중간검사 1, 중간검사 2, 사후검사간 Friedman Test를 사용하였다. 자료처리는 SPSS 20.0 Windows 프로그램을 이용하였으며 모든 유의 수준은 95% 이상에서 분석하였다. 이를 통하여 나타난 결과 의미단위 읽기지도는 청각장애 초등학생의 읽기속도, 읽기정확 도, 읽기이해도 향상에 효과적인 것으로 나타났다.

The purpose of this study was to understand the effects on reading fluency through the teaching method using the meaning-centered sentence pause reading strategy for the students with hearing impairments. Research questions were to investigate the effects on reading speed, reading accuracy, and reading intelligibility from the students with hearing impairments through the teaching method about the meaning-centered sentence pause reading. For the completion of this study, 21 students with hearing impairments, attending the elementary school in A city have been participated in this study as subjects. They have been taught the meaning-centered sentence pause reading with introduction-development closure for 45 minutes per one time. It has lasted 12 sessions as a total of the teaching method. Repeated measures Friedman Test has been used for comparison on the collected results. SPSS 20.0 Windows program has been utilized with 95% as a significance level. The results are followings; First, the meaning-centered sentence pause reading strategy affected the development of reading speed for the students with hearing impairments. Second, the meaning-centered sentence pause reading strategy affected the development of reading accuracy for the students with hearing impairments. Third, the meaningcentered sentence pause reading strategy affected the development of reading intelligibility for the students with hearing impairments. In conclusion, the teaching method on the meaning-centered sentence pause reading strategy was a primary factor for the development of reading fluency for the students with hearing impairments. As a result, this study suggested that the teaching method based on the strength of a visible media such as the meaning-centered sentence pause reading strategy for reading fluency of the students with hearing impairments should be developed.