또래지도 전략 독해학습장애아의 독해력 및 자아개념에 미치는 효과

서지정보

· 발행기관 : 한국발달장애학회
· 수록지 정보 : 발달장애연구 / 3호
· 저자명 : 이성현

목차

I.서론
II.이론적 배경
III.연구가설
IV.연구방법
V.연구결과 및 고찰
VI.결론
참고문헌
영문초록

초록

본 연구의 목적은 학습장애로 인하여 학습과 정서상의 문제를 겪고 있는 독해학습장애아에게 또래지도(peer tutoring)전략을 적용했을 때 또래학습자(tutee)와 또래지도자(tutor)의 독해력 및 자아개념에 미치는 효과를 밝히고, 4 가지 또래지도 전략간 효과의 차이를 비교 분석하기 위한 것이다. 연구의 대상으로 또래학습자는 4학년에서 독해학습장애아 40명을 선발하였고, 또래지도자는 4학년 일반아 10명, 4학년 독해학습장애아 10명, 6학년 일반아 10명, 6학년 독해학습장애아 10명 등 총 40명을 선발하였다. 연구 결과를 종합해보면 독해학습장애아에 대한 또래지도는 또래학습자와 또래지도자 모두에게 인지 및 정서적 향상에 효과적인 전략이며, 특히 또래학습자의 인지적 향상을 위한 또래지도는 또래지도자의 능력과 나이를 고려해서 적용해야 한다는 결론을 내릴 수 있다

영어초록

The purpose of this study was to implement peer tutoring strategies to teach students with reading comprehension learning disabilities(RCLD) who experience learning and emotional problems due to their learning disabilities. This study examined the effects of the peer tutoring strategies on reading comprehension and self-concept of tutees and tutors, and analyzed and compared differences in the four peer tutoring strategies. The four peer tutoring strategies implemented in this study were (1) regular same-age peer tutoring(RS), (2) regular cross-age peer tutoring(RC), (3) reading comprehension learning disabilities same-age peer tutoring(LS), (4) reading comprehension learning disabilities cross-age peer tutoring(LC). By comparing and analyzing the effects in implementing the peer tutoring strategies, this study attempted to examine the effective strategies that contributed to improving tutee's reading comprehension and self-concept. This study also examined the effects on the reading comprehension and self-concept for those students with RCLD who participated as tutors.
The subjects of the study were recruited from ten elementary schools in the Pusan metropolitan city in Korea. The tutees were 40 students with RCLD recruited from the fourth grade, and the tutors were 10 fouth graders from regular classes, 10 fouth graders with RCLD, 10 sixth graders from regular classes, and 10 sixth graders with RCLD.
After having five pre-training sessions run by special education teachers(special education teachers whose students participated in the study), the tutors ran their peer tutoring sessions with the tutees. Peer tutoring sessions were conducted for 30 minutes for each session four times a week, totaling to twenty sessions for five comprehension was adapted from Korea language textbooks for fourth graders with elaboration strategies.
The results of intervention are as follow: First, the different peer tutoring strategies showed differences in improvement in the tutees' reading comprehension. The cross-age peer tutoring was more effective than the same-age peer tutoring in reading comprehension. Also the regular peer tutoring showed more improvement in reading comprehension than the peer tutoring by the students with RCLD. Therefore it is desirable to place academically advanced and older students for peer tutoring to promote cognitive improvement of tutees.
Secondly, there were no differences among the peer tutoring strategies in terms of improvement of self-concept of the tutees. This suggests that ability and age of tutors may not be that important in tutee' definitional improvement. However, compared to the performance on pre-test, each group showed improvement in self-concept in the post-test. Therefore the peer tutoring had a positive impact on definitional improvement of the tutees.
Thirdly, the application of peer tutoring contributed significantly to improvement of reading comprehension of the students who participated as tutors. This implies that the students with RCLD who participated as tutors showed significant cognitive improvement through the experiences as the tutors in implementing the peer tutoring strategies.
Fourthly, the implementation of the peer tutoring strategies showed significant effects in improvement in self-concept for those with RCLD who participated as tutors. This implies that the students with RCLD who participated as tutors in implementation of the peer tutoring strategies made emotional improvement through the experiences as tutors.
In summary, the peer tutoring for students with RCLD was an effective strategy for both tutors and tutees in terms of making cognitive and emotional improvement. In particular, to make the peer tutoring effective for tutees' cognitive improvement, age and ability of tutors need to be considered.

참고자료

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