읽기 및 셈하기에 영향을 미치는 인지과정 요인의 분석

서지정보

· 발행기관 : 한국발달장애학회
· 수록지 정보 : 발달장애연구 / 9권 / 2호
· 저자명 : 이영재

목차

Ⅰ. 서 론
II. 연구 방법
III. 연구 결과
IV. 논의 및 결론
참 고 문 헌

초록

본 연구는 읽기 및 셈하기의 밑에 깔려 있는 인지과정 요인이 무엇인지를 밝기기 위해 수행되었다. 인지과정 요인으로는 Das와 Naglieri(1990)가 제시한 PASS 모형에 근거를 두고, 계획기능, 주의집중, 동시적 처리, 연속적 처리 기능을 설정하였다. 초등학교 3학년 학생(N=30)과 6학년 학생(N=30)을 대상으로, 읽기(해부호화)검사와 셈하기(가감승제)검사를 실시하고, 인지과정요인을 측정하기 위하여 Das와 Naglieri(1997)에 의해 개발된 「인지사정체제(CAS)」를 실시하였다. CAS는 12개의 하위검사로 조직되었는데, 4개의 인지과정 요인별로 각각 3개의 하위검사로 구성되었다. 읽기 및 셈하기 점수를 기준변인으로 하고, 4개의 인지과정 요인별 점수를 예언변인으로 하여 중다회귀분석(ENTER 방식)에 의해 읽기 및 셈하기를 유의하게 예언하는 인지과정 요인을 추출하였다. 분석 결과 3학년에서는 읽기 및 셈하기 모두에서 계획기능이 유의하게 예언하는 것으로 분석되었고, 6학년에서는 읽기 및 셈하기 모두에서 연속적 처리가 유의하게 예언하는 것으로 분석되었다. 이러한 연구결과를 일반화 하는 문제가 논의되었다.

영어초록

The purpose of this study is to find out the cognitive process components underlying reading and calculating. Based on the PASS Model presented by Das and Naglieri(1990), planning, attention, simultaneous, successive processes were selected as four cognitive process components. In this research, reading means decoding skill which converts graphemic information into phonemic information, and calculating means manipulating skill which adds, deducts, multiplies, and devides the numbers.
Based on the PASS Model presented by Das and Naglieri(1990), a line of researches had carried out to find the predictive variable of cognitive process component on reading(decoding). Welch(1992) and Volpe(1996) had found that planning and successive processes predict reading significantly. Pickerill(1996) had found that planning processes predict reading significantly. Witzke(1997) and Papadopoulus(1998) had found that successive processes predict reading significantly. As for the predictive variable of cognitive process component on calculating, Flanagan(1992) had found that planning, attention, and successive processes predict calculating significantly. Welch (1992) had found that planning, simultaneous, and successive processes predict calculating significantly. In this research the following research questions were proposed:
1. Which cognitive process variable does predict significantly on reading?
2. Which cognitive process variable does predict significantly on calculating?
In this research 30 normal children in third grade and 30 normal children in sixth grade were selected from H Elementary School in Dae-Jeon. In order to measure cognitive process variable, 「Cognitive Assessment System: CAS」developed by Das and Naglieri(1997) was administered by their classroom teacher individually. The CAS is composed of four cognitive process components(planning, attention, simultaneous, successive processes) and each component contains three sub-tests. To measure reading(decoding) skill, 「A Story of Farmer」(Lee, 2000) which contains 90 words was administered individually and to measure calculating skill, 「The Calculation Test」made by each classroom teacher was administered collectively. The data were analyzed by mutiple regression analysis(ENTER method) through SPSSpc ver. 10.
Multiple regression analysis revealed that the multiple correlation coefficient between cognitive process variable and reading was R=.597, and the predictive variable on reading was planning processes in third grade. In sixth grade, the multiple correlation coefficient between cognitive process variable and reading was R=.514, and the predictive variable on reading was successive processes. The multiple correlation coefficient between cognitive process variable and calculation was R=.632, and the predictive variable on calculation was planning processes in third grade. In sixth grade, the multiple correlation coefficient between cognitive process variable and calculation was R=.718, and the predictive variable on calculation was successive processes.
It was discussed that the numbers of predictive variables on reading or calculation in this research is smaller than those in precedent research because of small size of participants(N=30 respectively) in this research, and that reading or calculating skill needs planning processes more than any other process because of immaturities and poor strategies in third grade, meanwhile in sixth grade, reading or calculating skill needs less planning processes but does more successive processes because of maturities and skillful strategies.

참고자료

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