이야기도식 전략을 통한 ADHD 및 AS 아동의 읽기 이해력 향상 (The Effect of Story Mapping Strategy on Reading Comprehension of Children with ADHD and Asperger’s Syndrome)

서지정보

· 발행기관 : 한국정서행동장애학회
· 수록지 정보 : 정서·행동장애연구 / 33권 / 4호 / 23 ~ 41페이지
· 저자명 : 이효신, 태희영

초록

이 연구는 읽기 이해력에 어려움을 갖는 ADHD 아동과 AS 아동을 대상으로 이야기도식 전략을 적용하여 그 향상 여부를 알아보고자 하는 실험연구이다. 이를 위해 이야기도식 전략이 대상아동의 읽기 이해력을 향상시키는가, 문법요소별 변화는 어떠한가를 구체적인 연구문제로 설정하였다. 적용된 연구설계는 대상자간 중다기초선 설계로, ADHD 및 AS 아동 각 1명씩 2명을 대상으로 하였다. 연구도구인 이야기 글은 ADHD 아동의 경우 10,000자 이상의 긴 글, AS 아동의 경우 500∼700자 정도의 짧은 글을 이용하였다. 읽기 이해력 평가는 주인공, 다른 중요인물, 시간, 장소, 문제, 해결방법, 사건, 결말, 교훈 등의 요소로 구성된 평가지를 이용하였다. 연구결과, 아동 모두 중재의 시작과 더불어 읽기 이해력의 정답률이 급격히 향상되는 결과를 나타냈고, 문법요소별 분석에서는 기초선 구간에서 0점을 보였던 문제해결과 사건 요소에서 두드러진 향상이 확인되었다. 이러한 결과로써 이야기도식 전략이 ADHD 및 AS 아동의 읽기 이해력 향상에 도움이 될 수 있는 전략임이 확인되었다.

영어초록

Between children with ADHD and Asperger’s syndromes, there are some similar characteristics that are difficult to screen. Although they have normal intelligence, they often show low performance on reading. The purpose of this study was to examine the effect of story mapping strategy on reading comprehension of children with ADHD and Asperger’s syndrome. Study questions are as followings. First, does story mapping strategy improve their reading comprehension? Second, how has been changed each story grammar element of them? The subjects of this study were 2 students of fourth-grade of elementary school who had similar outcomes on K-WISC-Ⅲ and KISE-BATT READING. One was a child with ADHD, and the other was a child with Asperger’s syndrome. The procedure of this experiment was composed of baseline, intervention(training, guided practice, independent practice) and maintenance. The experiment was conducted three times in a week during whole sessions, and was lasted for 40 minutes each time. The reading comprehension ability was measured with questions relating to the story grammar components after each story had been read. The results of the study were as follows: First, story mapping strategy instruction was effective in improving reading comprehension in the subjects of this study. Second, each story grammar element of the subjects was improved positively with story mapping strategy instruction. These findings suggest that story mapping strategy instruction has effects on reading comprehension of children with ADHD and Asperger’s syndrome.

참고자료

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