학습장애아들이 겪는 초기 읽기에서의 어려움은 음운인식 능력과 관련이 있다는 연구들이 활발하게 진행되어 왔으며, 음운인식의 하위 영역인 음소인식이 읽기교수의 주요 요소임이 밝혀졌다. 국내에서도 한글 읽기에 대한 음운인식 훈련의 효과에 점차 관심이 집중되고 있다. 그러나 연구들은 읽기장애아들을 대상으로 몇 가지 음운인식 활동에 제한적으로 이루어지고 있으며 읽기교수에 널리 활용되지 않고 있는 실정이다. 이 연구는 읽기와 쓰기에 어려움을 가진 학습장애아 3명을 대상으로 하여 학생의 수준에 맞는 음운인식 영역의 단계적 훈련을 통해 학습장애아의 단어재인에 미치는 효과를 알아보는 데 그 목적이 있다. 연구의 결과 음운인식 훈련은 학습장애아들의 단어재인 기능을 향상시키는 데 효과적이었으며, 음운인식 훈련을 통해 학습장애아들의 단어재인 오류 유형이 변화되었다. 이에 초기 읽기를 지도하기 전에 체계적인 음운인식 훈련이 선행될 필요가 있음을 제언한다.

Studies of the correlation between difficulties in reading at early stages among children with learning disabilities and their ability in phonological awareness have been conducted vigorously and shown that phonemic awareness, the subarea of phonological awareness is an essential component of reading instruction. In domestic settings, there is increasing interest in the effects of teaching phonological awareness on reading Hangeul(Korean alphabets). However largely studies are mainly focused on some activities regarding phonological awareness among children with reading disabilities and also the findings are not widely utilized in reading-teaching. This study lays its purpose on finding out the effects of stepwise training programs regarding phonological awareness on word recognition among 3 children with learning disabilities in reading and writing. As a result, it was found that phonological awareness training has effects on improving word recognition skill among children with learning disabilities, and through the training types of word recognition errors have been changed. Accordingly it is suggested that systematic phonological awareness training should be provided prior to teaching how to read at early stages.

Studies of the correlation between difficulties in reading at early stages among children with learning disabilities and their ability in phonological awareness have been conducted vigorously and shown that phonemic awareness, the subarea of phonological awareness is an essential component of reading instruction. In domestic settings, there is increasing interest in the effects of teaching phonological awareness on reading Hangeul(Korean alphabets). However largely studies are mainly focused on some activities regarding phonological awareness among children with reading disabilities and also the findings are not widely utilized in reading-teaching. This study lays its purpose on finding out the effects of stepwise training programs regarding phonological awareness on word recognition among 3 children with learning disabilities in reading and writing. As a result, it was found that phonological awareness training has effects on improving word recognition skill among children with learning disabilities, and through the training types of word recognition errors have been changed. Accordingly it is suggested that systematic phonological awareness training should be provided prior to teaching how to read at early stages.

learning disabilities, phonological awareness, word recognition