시각장애학생의 독서성향과 독서활성화에 미치는 요인 분석

서지정보

· 발행기관 : 한국시각장애교육재활학회
· 수록지 정보 : 시각장애연구 / 19권 / 2호
· 저자명 : 나미영

목차

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 분석
Ⅵ. 결 론
참 고 문 헌

초록

본 연구는 시각장애학생의 독서 실태조사를 통하여 독서성향을 알아보고, 독서활성화 요인인 독서매체, 독서지도, 독서환경이 시각장애학생의 독서활성화에 미치는 영향을 분석하는데 그 목적이 있다. 연구의 결과를 토대로 얻어진 결론을 요약하면 다음과 같다.
시각장애학생의 독서성향은 첫째, 시각장애학생들은 주로 지식과 정보 및 교양 등을 얻기 위해 독서를 하며, 많은 수의 학생들이 한 달에 2-3권 정도를 시간이 날 때마다 조금씩 꾸준히 읽는 것으로 나타났으며, 둘째, 시각장애학생들의 전자매체 활용 정도에 있어서는 과반수 이상의 학생들이 최소한 가끔이라도 사용한다고 응답해 시각장애학생들도 전자매체를 활용한 온라인 상에서의 정보접근이 활발해지고 있음을 알 수 있었고, 셋째, 시각장애학생들이 가장 즐겨 읽는 종류의 도서로는 국내․외 소설류와 시집, 과학․기술서적 등을 많이 읽는 것으로 나타나 일반적으로 교양과 재미를 추구하는 독서를 하고 있음을 알 수 있으며, 고학년으로 올라갈수록 교양, 흥미 위주의 독서뿐만 아니라 교과와 관련된 이료 관련 도서에 관심을 보이는 것으로 나타났다.
시각장애학생의 독서활성화 요인으로는 첫째, 전맹학생에 있어서 독서활성화에 미치는 요인별 중요도는 독서환경, 독서매체, 독서지도 순으로 나타났으며, 둘째, 저시력학생에 있어서 독서활성화에 미치는 요인별 중요도는 독서매체, 독서환경, 독서지도 순으로 나타났고, 세째, 전맹학생과 저시력학생 간의 독서활성화에 미치는 요인별 차이에 있어서는 독서매체와 독서환경은 유의미한 차이를 보이지 않았고, 독서지도는 저시력학생에게 더 많은 영향을 미치는 것으로 나타나 유의미한 차이를 보였다.

영어초록

The purpose of this study is to find out the reading inclination of students with visual impairments by a survey and to analyze the three factors, reading media, reading instructions, reading environment, which affect reading activities of students with visual impairments. To analyze the factors, this study used a questionnaire with 240 secondary students who enrolled at 12 schools for the blind nationwide.
The conclusion of this study can be summarized as follows.

1. Reading Inclination of students with visual impairments
First, this study reveals that the purpose of reading for students with visual impairments is to acquire knowledge, information, and cultural understanding. Many of the students read 2 or 3 books every month steady and slow. Blind students demonstrates higher tendency to acquire information through reading compared to students with low vision.
Second, as for the use of electro-media, more than half of the students use them at least once in a while which means that the number of students with visual impairments who try on-line information access is gradually increasing. However, blind students prefer braille books. Students with low vision use printed books as the main reading medium and get more interested in recorded books recently. It can be concluded that students with visual impairments still acquire information through traditional reading media. Infrequent use of electro-media can be caused by the fact that students with visual impairments have the lack of capacity to use computer and they also have difficulty to understand unclear electronic voice.
Third, students with visual impairments are most interested in domestic and foreign novels, poetry, science and/or technology books which means that they read for cultural understanding and pleasure. Higher grades show interests in oriental medicine as physical therapy related to academic subjects. The study demonstrates that students with visual impairments do not have any follow-up activities after reading.

2. Factors to encourage reading activities of students with visual impairments
The results of hypotheses verification related to the three factors, reading media, reading instructions, reading environment, which affect reading motivation of students with visual impairments are as below.
First, as for blind students, the order of factor importance is as follows; reading environment, reading media, and reading instructions.
Second, as for students with low vision, the order of factor importance is as follows; reading media, reading environment, reading instructions.
Third, among three factors, only reading instructions show meaningful difference between blind students and students with low vision. The results reveal that reading instructions have bigger influences to students with low vision than to blind students.

It can be concluded that the order of factor importance demonstrated difference by group. Though each factor does not present meaningful difference statistically, it has influences on reading activities of students with visual impairments practically.

참고자료

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