Word reading ability and predictors of word reading in poor word readers of Korean children

본 연구는 음운해독 부진 아동의 낱말읽기능력을 살피고 낱말읽기 예측변인을 찾아 읽기 평가와 중재에 도움이 되는 기초자료를 제공하고자 하였다. 1-3학년의 음운해독부진아동 36명과 학교, 학년을 일치시킨 일반아동 36명을 대상으로 94개의 2음절 낱말을 읽도록 하였다. 낱말의 의미유무에 따른 낱말읽기 수행력 차이를 살펴보았다. 어휘, 음운인식, 빠른 이름대기, 음운기억을 중심으로 낱말읽기능력 예측력을 살폈다. 그 결과 음운해독부진아동은 일반아동에 비해 어휘, 음운인식, 빠른 이름대기, 음운기억 모두에서 유의미하게 낮은 수행력을 보였고, 의미의존도가 더 높았다. 음운해독부진아동은 어휘, 음운인식, 빠른 이름대기, 음운기억이 음운해독부진아동의 낱말읽기능력의 58.1%를 설명하였고, 이중 빠른 이름대기와 음운기억의 예측력이 높았다. 한국어 낱말읽기에서 비의미적 경로의 중요성과 빠른이름대기 및 음운기억의 중요성을 확인하였고, 전반적 언어이해력이 좋은 발달성 난독증 아동에 대한 추후연구를 제안하였다.

This study investigated the word reading abilities of Korean poor readers based on lexical transparency and phonological process and tried to find predicting variables of Korean word reading. Thirty-six Korean poor word readers and grade and age matched normal readers of Korean 1st to 3rd graders participated in this study. Each child was requested to read 94 words balanced in semantic transparency. Phonological awareness(PA), rapid automatized naming(RAN), phonological memory(PM) were measured in addition to lexical knowledge to find predicting variables of Korean word reading. Poor word readers showed lower word reading ability than non word reading ability while normal readers revealed no differences in semantic transparency. Poor word readers performed lower than normal readers in PA, RAN, PM, and lexical knowledge. PA, RAN, PM, and lexical knowledge explained 58.1% of word reading for poor readers and 30.4% of word reading for normal 1st to 3rd graders. RAN and PM predicted word reading of poor readers independently. Korean poor word readers seemed to be more dependent on semantic transparency than normal readers supporting dual route model in reading. RAN and PM could be valued in clinical settings in addition to PA and lexical knowledge although PA, RAN, PM, and lexical knowledge are significantly correlated with word reading. Further studies are needed to deal with Korean developmental dyslexia.