초록 열기/닫기 버튼
배경 및 목적: 초등 3-4학년은 읽기유창성이 완성되는 시기로 읽기의 최종목표인 읽기이해에 도달하기 전에 읽기유창성이 선행되어야 한다. 따라서 언어문제를 동반한 언어학습장애 아동들의 읽기유창성 능력을 살펴보고 오류 특성을 구체적으로 알아보았다. 방법: 초등학교 3-4학년에 재학 중인 언어학습장애 아동 17명, 학년과 지역을 일치시킨 일반아동 17명, 총 34명으로 하였다. 읽기유창성은 이야기글 2개로 살펴보았으며 분당 정확하게 읽은 음절수, 정확률, 속도로 살펴보았고 오류는 의미/음운 오류로 나누어 오류수, 오류 유형을 살펴보았다. 결과: 언어학습장애 아동의 읽기유창성을 살펴본 결과 분당 정확하게 읽은 음절수, 정확률, 속도가 일반아동보다 유의미하게 낮았다. 또한 전체, 의미/음운 오류수 모두 유의미하게 높았다. 오류 유형을 살펴보자면 의미오류는 대치가 가장 많이 나타났으며 일반아동은 자기수정, 반복, 생략, 첨가 순으로 언어학습장애 아동은 반복, 생략, 첨가, 자기수정 순으로 나타났다. 음운오류는 반복, 대치, 자기수정이 공통적으로 나타났고 일반아동은 첨가, 생략 순으로 언어학습장애 아동은 생략, 첨가 순으로 나타났다. 논의 및 결론: 본 연구에서는 초등 3-4학년 언어학습장애 아동의 읽기유창성과 의미/음운 오류 특성에 대하여 확인하였다. 언어와 읽기에 어려움을 보이는 언어학습장애 아동은 글을 자동적으로 읽는 데 어려움을 보였으며 의미/음운 오류의 특성이 두드러지는 것으로 나타나 평가와 중재에서 이를 고려하여 읽기유창성을 확인해야 할 것이다.
Objectives: The time period between grades 3 and 4 is the period when reading fluency (RF) is achieved. RF should be achieved before reaching the final goal of reading, and reading comprehension. Therefore we investigated the RF of children with language learning disabilities (LLD) with language problems. And investigated the characteristics of reading error in detail. Methods: Seventeen children LLD in the 3rd and 4th grades of elementary school, 17 typically developing (TD) children who matched in grade level and were from the same area, for a total of 34 children. RF was examined through reading two stories, and the number of syllables correctly read per minute, accuracy, and speed were examined. The errors were classified into semantic and phonological errors, and the number of errors and error types were examined. Results: It was found that the number of syllables correctly read per minute, accuracy, and speed of reading by children with LLD was significantly lower than that of TD children. Also, the total of both semantic and phonological errors was significantly higher. Substitution was the most frequent type of semantic error. The most common types of semantic errors exhibited by TD children were self-correction, repetition, omission, and addition respectively; whereas the errors exhibited by children with LLD appeared in the order of repetition, omission, addition, and self-correction. Phonological errors were common in the order of repetition, substitution, and self-correction. For TD children addition was more common than omission, and for children with LLD omission was more common than addition. Conclusion: In this study, we examined the RF characteristics of 3-4 graders with LLD and identified semantic and phonological error characteristics. Children with LLD who have difficulties with language and reading have difficulty reading text automatically. In particular, the characteristic of semantic and phonological errors was prominent. Therefore, it is necessary to consider RF in the course of assessment and intervention.
키워드열기/닫기 버튼
Language-learning disabilities, Reading fluency, Accuracy, Speed, Semantic/phonological error, Error type
