본 연구는 PASS이론에 근거를 두고 있는 읽기향상 프로그램에 의한 인지과정 훈련이 학습장애아의 읽기기능에 미치는 효과를 알아보기 위하여 수행되었다. 연구문제로서 PREP에 의한 인지과정 훈련이 학습장애아의 의미단어와 무의미단어의 읽기기능과 문장 이해기능에 미치는 효과가 어떠한가로 설정하였고, 연구문제를 해결하기 위하여 3명의 학습장애아를 대상으로 12주에 걸쳐 대상자간 중다기초선설계를 사용하여 자료를 수집하고 그래프를 통한 시각적 분석과 관찰로서 얻은 결과에 기초하여 논의의 과정을 거쳐 PREP에 의한 인지과정 훈련이 학습장애아의 읽기기능의 향상에 효과적이라는 결론을 얻었다. 또한 본 연구에서는 PREP의 교량적 과제가 장애아동의 유형별 읽기 특성과 장애아동의 수준에 따른 실제적인 읽기치료 프로그램으로 구성되기 위한 어휘 난이도 연구, 읽기기능 향상 프로그램과 우리글의 시각적 글자유형 별 읽기기능의 효과 간의 상관관계를 밝히는 연구들의 필요성을 시사한다.
This study was conducted to find what influence a cognitive process training, a reading enhancement program based on a PASS theory, has on reading skill in children with learning disabilities. The study questions were determined what influence cognitive process training based on PREP has on significant word reading skill, insignificant word reading skill, and sentence understanding skill in children with learning disabilities. The subjects of the study were 3 children with learning disabilities, who participated in the test for 12 weeks. Data were collected by multiple baseline design across subjects and discussions based on visual analysis and observation through graphs resulted in conclusions as follows: Cognitive process training based on PREP, was found to be effective in enhancing significant word reading skill, enhancing insignificant word reading skill, and enhancing sentence understanding in children with learning disabilities. Following suggestions are proposed for follow-up studies on the effect of cognitive process training based on PREP on reading skill in children with learning difficulty. First, it is expected that further studies related to basic vocabulary difficulty level analysis are needed to make PREP a practical reading treatment program by types of reading characteristics and levels of children with disabilities. Second, it suggests the need of lots of studies which identify the correlations between reading skill enhancement programs and reading skill effect by visual type of Korean letter.* Daegu National university of Education Key words : Cognitive process training, PREP(Reading enhancement program based on a PASS theory), Reading skill, Children with learning disabilities
Ⅰ. 연구의 목적 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논 의 Ⅴ. 결론 및 제언 참고문헌 Abstract
