이 연구의 목적은 1996년부터 2006년까지 특수교육 요구아동 관련 국내 논문 및 학술지 중 음운중심 읽기지도에 관한 실험연구들을 바탕으로 연구대상, 도구, 프로그램, 처치, 연구설계, 자료처리 및 결과를 분석하여 연구의 동향을 알아보는데 있다. 연구결과 선정된 30편의 논문 가운데 연구대상은 읽기장애 아동이 43.90%로 가장 많았으며, 읽기능력을 측정하기 위한 도구는 국내의 선행연구를 수정한 도구를 가장 많이 사용하였다. 또 중재 프로그램은 음운인식 훈련과 단어재인 훈련이 가장 많이 사용하였다. 처치는 16-20주, 시간은 31-40분, 총 처치회기 수는 31회기 이상이 가장 많았다. 연구 설계는 음운중심 읽기지도 프로그램 중재 후 그 효과를 알아보기 위한 연구 43.33%로 나타났다. 자료처리는 추리통계가 52.50%로 가장 많았다. 이러한 연구결과와 음운중심 읽기지도 연구결과의 서술적 분석결과를 바탕으로 연구 동향에 대해 논의를 하고자한다.

The purpose of this study was to find out the recent trends and future direction on that experimental studies have been deal with phonics-centered reading instruction for children with special education need which published at domestic research and an academic journal from 1996 to 2006. what were analysis the experimental subjects, experimental instruments, programs, interventions, experimental design, data analysis, research conclusion. The results showed that the 43.90% participants in 30 papers selected were students with learning disabilities and the experimental instrument which modified on preceding domestic research were mostly used. Also mostly the programs based on phonological awareness, word-recognition training were used, the intervention duration were 16-20 weeks, the total sessions were over 31 sessions , not mostly. the 43.33% interventions were the phonics-centered reading instruction, the 52.50% data analysis were inference statics. Future study trends would be discussed about that based on research conclusion, descriptive research analysis about phonics-centered reading instruction.

The purpose of this study was to find out the recent trends and future direction on that experimental studies have been deal with phonics-centered reading instruction for children with special education need which published at domestic research and an academic journal from 1996 to 2006. what were analysis the experimental subjects, experimental instruments, programs, interventions, experimental design, data analysis, research conclusion. The results showed that the 43.90% participants in 30 papers selected were students with learning disabilities and the experimental instrument which modified on preceding domestic research were mostly used. Also mostly the programs based on phonological awareness, word-recognition training were used, the intervention duration were 16-20 weeks, the total sessions were over 31 sessions , not mostly. the 43.33% interventions were the phonics-centered reading instruction, the 52.50% data analysis were inference statics. Future study trends would be discussed about that based on research conclusion, descriptive research analysis about phonics-centered reading instruction.

children with special education need, phonics-centered reading instruction. literature review