한국판 PASS 읽기 향상 프로그램이 문화적 빈곤아동의 인지기능 및 단어읽기기능에 미치는 효과

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구 / 13권 / 2호
ㆍ저자명 : 이영재, 조미선

목차

I. 서 론
II. 이론적 배경
III. 연구 방법
IV. 연구결과
V. 논의 및 제언
참고문헌

한국어 초록

본 연구는 PASS 모형에 기초하여 Das(1999)가 개발한 PASS 읽기 향상 프로그램(PREP)을 한국의 실정에 맞게 번안하고, 이러한 한국판 PREP(K-PREP)의 투입이 문화적으로 빈곤한 아동들의 인지기능을 향상시키고, 결국에는 읽기기능을 향상시키는 데에 효과가 있는지를 확인하기 위해서 수행되었다.
K-PREP의 투입을 실험변인으로 하고 아동들의 인지기능과 읽기기능을 종속변인으로 설정하였는데, 인지기능으로는 동시적 처리기능과 연속적 처리 기능을 설정하고, 읽기기능으로는 의미단어 읽기와 무의미단어 읽기를 설정하였다. 연구의 대상은 농촌에 있는 문화적으로 빈곤한 초등학생 13명으로 하였다.
연구의 결과는 K-PREP의 투입이 아동들의 인지기능과 읽기기능을 유의하게 향상시킨 것으로 나타났으며, 특히 연속적 처리 기능과 무의미 단어의 읽기 기능이 크게 향상된 것으로 나타났다. 본 연구를 통해 개발된 K-PREP의 효과에 대한 다각적인 연구와 이의 적용에 관한 연구가 후속되어야 할 것을 논의하였다.

영어 초록

I. Introduction
The purpose of this study is to develope Korean PASS Reading Enhancement Program(K-PREP) adapted from Das' PREP(1999) and to confirm the effect of K-PREP on the cognitive functions and the reading skills of culturally deprived children. Sixteen tasks in Das' PREP were analyzed, and through estimating fitness of them to Korean language and integrating their similarity, eight tasks were selected and composed for K-PREP.
2. Methods
Subjects: Thirteen 3-6 grade children were selected to confirm the effects of K-PREP, who were culturally deprived and attended at After-Sclool Program of Choongnam Education Research Center.
Instruments: To assess cognitive functions of them, two simultaneous tests and two successive tests were used among 「Comprehensive Cognitive Function Batteries(CCFB)」(Moon et al., 2007) which was adapted from Cognitive Assessment System(Naglieri and Das, 1997). To assess reading skills, Word Reading Test was used, which is composed of meaningful(word recognition) and meaningless words(word attack).
Procedures: The tasks of K-PREP were treated for seven weeks from April to May, 2008. Simultaneous/successive processes were assessed before and after the treatment of K-PREP. Word Reading Tests were assessed in each week. To confirm the effects of K-PREP on the cognitive function, paired t-test was used between pre- and post- test scores. To confirm the effects of K-PREP on the reading skills, paired t-test was used among the mean scores of every other session.
3. Results and Discussion
It was revealed that the effects of K-PREP on the enhancement in simultaneous (t=-3.09, p<.01) and successive(t=-.763, p<.001) is significant, especially in successive processes, and the effects of that on the enhancement in word reading is significant in meaningful word tests(5 among 15 paired) and especially in meaningless word tests(9 among 15 paired). It was discussed that some prospective studies are necessary for the application of the Korean PREP to various population.

<Key Words> PREP, K-PREP, Cognitive Function, Simultaneous / Successive Process, Reading Skill, Word Reading

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