담화모드와 담화유형을 고려해서 본 초등 고학년 발달성 난독 학생의 담화 이해력 = Text Comprehension of Korean Developmental Dyslexic Children Considering Mode and Type of Texts

국문 초록 (Abstract)

배경 및 목적: 초등 고학년 발달성 난독 학생의 담화 이해력을 담화모드와 담화유형을 고려하여 살피고자 한다. 담화모드는 읽기모드와 듣기모드로, 담화유형은 이야기담화와 설명담화를 중심으로 살펴본다. 방법: 초등 5-6학년인 발달성 난독 학생 16명과 학년일치 일반 학생 16명을 대상으로 담화 이해력을 측정하였다. 발달성 난독 학생은 이야기담화과 설명담화를 읽거나 듣고 총 32개의 질문에 써서 답하도록 하였다. 각 담화는 3문단으로 구성하였으며, 평균 문장 수는 19개, 평균 어절 수는 188.75개였다. 담화유형과 담화모드는 순서 효과가 배제되도록 진행하였다. 결과: 일반 학생(t=7.720, p<.001)과 발달성 난독 학생(t=9.879, p<.001) 모두 읽기모드보다 듣기모드에서 유의미하게 낮은 수행력을 보였다. 발달성 난독 학생은 이야기담화보다 설명담화에서 수행력이 듣기(t=5.000, p<.001)와 읽기(t=8.125, p<.001) 모두에서 낮은 반면, 일반 학생은 담화유형에 따른 차이가 나타나지 않았다. 논의 및 결론: 이 연구는 담화모드, 담화유형을 함께 고려하여 발달성 난독 학생의 담화 이해력을 살펴보았다는 것에 의의가 있다. 발달성 난독 학생은 담화모드와 담화유형이 모두 담화 이해력에 영향을 끼치는 것으로 나타났다. 반면에 일반 학생은 담화모드가 담화 이해력에 영향을 끼치나 담화유형에는 영향을 받지 않는 것으로 나타났다. 더 나아가 한국어에 DIER 모델의 글 유형을 고려한 확장된 연구가 필요하다.

다국어 초록 (Multilingual Abstract)

Objectives: Korean developmental dyslexic upper grade children’s text comprehension abilities were investigated considering the mode of texts (reading vs listening) as well as the type of texts (narrative vs expository). Methods: Sixteen 5th to 6th graders with developmental dyslexia (DD) and grade and cognition-matched typically developing children (TD) participated in 4 text comprehension tasks. Each child responded to 32 questions, 8 in each text, tapping comprehension of texts counterbalancing the effect of mode and type of texts. Results: First, children with DD performed lower than TD children in text comprehension, reflecting developmental dyslexic Korean children’s performance cross linguistically even with the high orthographic transparency of Hangeul. Second, children with DD performed better in the mode of reading compared to the mode of listening, which was the same as the TD children. Third, the effect of type of text was meaningful to only children with DD, while TD children’s performance between narrative and expository text was not different. Conclusion: Korean upper grade children with DD seemed to rely heavily on the mode of reading in comprehending texts similarly to their grade-matched children, while children with DD had greater difficulties in comprehending the expository texts both in reading and listening modes compared to the narrative texts. Each child with DD’s developmental level of the type and mode of texts needs to be considered to support his/her text comprehension abilities. Further studies need to be extended to the Korean language considering the type of texts with the DIER model.

목차 (Table of Contents)

• 연구방법 연구결과 논의 및 결론 REFERENCES

참고문헌 (Reference)

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