독서치료를 통한 경도발달장애아동의 인지발달에 관한 연구

서지정보

ㆍ발행기관 : 한국독서치료학회 ㆍ수록지정보 : 독서치료연구 / 2권 / 2호
ㆍ저자명 : 신창호

목차

Ⅰ. 서 론
Ⅱ. 이론적 배경
Ⅲ. 연구방법 및 절차
Ⅳ. 연구 결과
Ⅴ. 결론 및 제언
참고문헌

한국어 초록

이 연구는 독서치료가 경도 발달장애아동의 인지적 발달에 대한 효과가 있는지 알아보기 위한 것이다. 독서치료 프로그램의 구성은 Watson(1994)이 독서치료 프로그램을 참조하고 관련 질문과 활동은 Hynes-Berry(1994)의 독서치료 단계)를 토대로 전체 33회기를 1회기마다 40분으로 구성하였다. 이 연구에서의 결과는 다음과 같다. 첫째, 유지 및 일반화 기간에는 특히 구체적이고 창의적인 질문에 대한 대답의 비율이 높아지면서 동화책을 스스로 읽고 인지 할 수 있는 능력이 증가하였으므로 독서치료 활동에 효과가 있었다. 둘째, 인지발달 영역의 사전검사에서 점수가 낮게 나온 색인지하기, 신체부분, 수세기의 영역을 중점을 두고 동화책을 읽고 난후에 관련활동을 한 결과 사후검사는 평균점수가 높게 나와 인지발달의 변화에 효과가 있었다. 사후검사결과 발달연령분포가 1년이 높게 나타난 바와 같이 인지발달에 효과가 있음을 나타내고 있다. 셋째, 기초학습기능검사결과 발달연령분포가 3개월이 높게 나타난 바에 의하면 일반아동이 아닌 대상은 발달장애아동인 것을 감안 한다면 기초학습기능의 발달에 효과가 있다고 할 수 있다.

영어 초록

This study aims at examining whether a reading therapy may have the effect on perceptional ability development of a child suffering from a slight developmental handicap. One developmentalhandicapped child was selected for this study with a diagnosis carried out through the investigations of DIAL 3 (Korean Developmental Indicators for Assessment of Learning- Third Edition. K DIAL 3 and KEDI-Individual Basic Learning Skill Test. The program of the reading therapy was structured by referring to the reading therapy program of Watson (1994), while relevant questions and activities were composed of thirty-three term in total with forty-minutes duration per each term, taking stages of the reading therapy of Hynes-berry (1994) as the basis for this program.
A lot of matrixes and graphs representing measured values of variations on creative responses to questions are presented by grouping the entire programterm into the basic term, the beginning term, the mid term, the ending term and the maintenance and generalization term, while measured values of variations acquired from conducting an ex post facto examinations of DIAL 3 and KEDI-Individual Basic Learning Skill Test are also given herein by way of various matrixes and graphs. Furthermore, based on the observations of the examiner, this study also shows the effect of mediation obtained from analyzing the changes in activities of the child. The outcome of this study are provided as follows: First, during the basic term, the child was able to make an answer with ease to a simple and single question, however, the child mostly either made a wrong answer to or avoided making an answer to a concrete and creative question. As the beginning term, the mid term and the ending term went on, the higher ratio was attained for the child in making an answer to a single question, a concrete question and a creative question all together, thereby lending the child a great help in taking a reciprocal action as well as in making relevant questions and getting into action after reading fairy tale books. During the maintenance and generalization term, as the child made a big improvement in reading a fairy tale book and acknowledging its plot by oneself in parallel with the increasing ratio for the child to make answers to the concrete and creative questions, this progress was of a much help to reading therapy activities. Second, laying emphasis on the areas of color recognition, the parts of the body and calculation, where the child made poor scores in the prearranged examination of the perceptional ability development area, the child did a relevant activity after reading a fairy tale book. It generated the result that the child made a higher average score in the ex post facto examination, thus producing a good effect on the change in the perceptional ability development. In each term, through the repeated learning of the contents obtained in the previous term, the child was able to cultivate the perceptional ability and enhance the capability to study by oneself. After reading a selected book most favored by the child, the child made improvements in the problem solving area through reciting a word and making an answer to a question. Since the child displayed the most vigorous perceptional activities of speaking and answering especially in case of a fairy tale book which the child favored best and showed the greatest interest in, the fairy tale book suitable to bringing about the relevant activities was selected, while taking into consideration of the child's opinion in order to offer attractions to and draw concentration of the child. As noted by the results of the ex post facto examination that the age distribution of development showed the increase by one year, it can be concluded that this program created the effect on the perceptional ability development. Third, the improved change in the individual basic learning skill was noted in the areas of information processing andthe first phase reading, but, there showed little change in the individual basic learning skill in the areas of calculation, the second phase reading and writing. In light of the results of the examination that the age distribution of development showed the increase by three months, the degree of change in the individual basic learning skill may well be said to be low when considering the fact that such examination was conducted after three months from the date of the prior examination. However, when taking the fact into consideration that the child who was the subject of the examination was a developmental handicapped child, not a normal and ordinary child, it may well be said that the effect on the development of the individual basic learning skill could be acknowledged and admitted. Putting these studies together, the reading therapy enabled a handicapped child to develop its own ability to make answers to the concrete and creative questions, thereby rendering a great help to the development of a perception area as well as the improvement in the individual basic learning skill of a developmental handicapped child. In this regard, it was noted and acknowledged that the reading therapy was the effective mediation method for the perceptional ability development of a slight developmental handicapped child.

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