본 연구의 목적은 낱말교수를 포함하는 이야기책 읽기 활동이 뇌성마비 학생의 낱말 변별 능력에 미치는 영향을 알아보는 것으로 세 명의 뇌성마비 학생을 대상으로 중다간헐기초선 설계를 사용하여 단음절 낱말 변별 능력과 다음절 낱말 변별 능력을 측정하였다. 연구결과, 12-18회기 동안의 이야기책 읽기 중재를 실시함으로써 대상학생의 다음절 낱말 변별 능력과 ?쳄습? 낱말 변별의 향상을 볼 수 있었다. 중재가 끝난 후, 3주 후에 유지 검사에서도 이야기책 읽기 활동을 통해 향상된 단음절, 다음절 낱말 변별 능력은 유지되는 것으로 나타났다. 본 연구는 주로 발달장애 유아들을 대상으로 연구되어왔던 이야기책 읽기 활동 뇌성마비 학생들에게 적용하여 대상학생들의 능력에 따른 다양한 읽기활동에 대한 교수방법을 제시하였다는 데에 의의가 있다고 볼 수 있다.

The purpose of this study was to investigate the effect of Storybook reading intervention on word identification of Children with Cerebral Palsy. Participants were three children with cerebral palsy. Storybook reading intervention with an emphasis of word identification was implemented. Multiple-probe baseline design across subjects was used. Mono and multi-syllable words were used for identification test. The intervention consisted of 12-18 sessions and 3 maintenance sessions were conducted 3 weeks after the intervention phase was over. The results of this study are as follows: First, the storybook reading enhanced children's multi-syllable word identification. Second, the storybook reading enhanced children's mono-syllable word identification. Third, enhanced multi-syllable word identification and mono-syllable word identification ware maintained after stoping the intervention. The results from this study shows that the storybook reading has a positive effect on word identification of children with cerebral palsy. Implications of the results and suggestions for further studies were discussed.

The purpose of this study was to investigate the effect of Storybook reading intervention on word identification of Children with Cerebral Palsy. Participants were three children with cerebral palsy. Storybook reading intervention with an emphasis of word identification was implemented. Multiple-probe baseline design across subjects was used. Mono and multi-syllable words were used for identification test. The intervention consisted of 12-18 sessions and 3 maintenance sessions were conducted 3 weeks after the intervention phase was over. The results of this study are as follows: First, the storybook reading enhanced children's multi-syllable word identification. Second, the storybook reading enhanced children's mono-syllable word identification. Third, enhanced multi-syllable word identification and mono-syllable word identification ware maintained after stoping the intervention. The results from this study shows that the storybook reading has a positive effect on word identification of children with cerebral palsy. Implications of the results and suggestions for further studies were discussed.

Storybook Reading, multi-syllable word identification, mono-syllable word identification, cerebral palsy, literacy