본 연구는 대전광역시 H초등학교 5학년 학습장애 학생 3명을 대상으로 독해·내용정 리전략을 체계적인 교수-학습 8단계를 통해 주 3~5회씩 약 7주~10주에 걸쳐 적용하 여, 국어과 학업성취도에 미치는 효과와 장기간 일반화 효과를 검증하였다. 본 연구의 설계는 대상자간 중다기초선 설계이며, 적용 프로그램은 학습장애 학생을 위한 독해 내용정리전략이다 연구 결과는 첫째, 독해·내용정리전략의 완전학습이 초등학교 학습 장애 학생의 국어과 학업성취도에 긍정적인 영향을 주는 것으로 나타났다 전략 활용에 있어 기초선 평균 32.6%였던 독해전략 기술수준이 전략교수를 통해 94.6%로 전략활용 수준이 향상되었으며, 국어과 성취도 검사에서도 전략교수 이전의 평균 에서 직 후에는 70.67%수준으로 향상하였다. 둘째, 초등학교 학습장애 학생들이 독해·내용정리 전략의 교수 학습 8단계 완수 후 1학기를 경과하여도 일반화 하여 사용하는 것으로 나 타났으며, 읽기 성취도에 긍정적인 영향을 주고 있었다. 이 결과에 대한 함의를 논의에 서 논의하였다.
This study investigate how mastering a reading comprehension strategy by elementary students with learning disabilities (LD) impacted on their reading achievement as one of their curriculum, and how their generalization of the Strategy impacted on the targeted curriculum achievement after six months had passed. This study employed a Reading Comprehension-Summarization developed by Kim and Min (2003) and the eight stages of training program during the 8-10 week periods to instruct the Strategy to the students with learning disabilities. The subjects were three fifth graders with LD from an elementary school in \"D\" metropolitan city. The research design was a multiple-baseline design over subjects. The results of this study revealed as follows. First, the subjects could master the Strategy provided with the systematic and intensive learning procedures and immediate feedbacks from the instructor. And mastering the Strategy could contribute to the improvement of the target curriculum achievement of the students with learning disabilities. Second, the Strategy was effective for improving the students\' reading achievements on the probing six months after the Strategy instruction had completed. As a conclusion, this study focused on improving the reading achievement by instructing well developed reading comprehension strategy to elementary students with LD in reading that is the key element for the successful learning for over life span, which has shown the effectiveness over a relatively long-term period. In order to help their solid long-term generalization of the reading comprehension strategy, the following can be recommended. It is necessary that the teacher and the parents should collaborate to monitor and encourage the students to use the Strategy continuously.
Ⅰ. 서론 Ⅱ. 연구 방법 Ⅲ. 연구결과 Ⅳ. 논 의 Ⅵ. 결론 및 제언 참고문헌 Abstract
