언어치료 전문가와 교사의 원격 협력을 통한 음운인식 및 파닉스 중재가 초등 저학년 읽기 부진 다문화가정 아동들의 해독 능력에 미치는 효과 = The Effect of PA Intervention through Remote Collaboration for CCK

국문 초록 (Abstract)

배경 및 목적: 언어치료 전문가와 교사의 원격 협력을 통한 음운인식 및 파닉스 중재가 초등 저학년 읽기부진 다문화가정 아동들의 해독 능력에 미치는 효과를 살펴보고자 한다. 방법: 표준화된 읽기 쓰기 발달 검사 결과, 백분위 점수가 10%ile 미만인 초등 저학년 다문화 읽기부진 아동 3명과 각 아동의 교사 3명을 대상으로 대상자 간 중다간헐 기초선설계를 사용하여 중재에 따른 해독 능력 향상을 살펴보았다. 실험은 기초선 단계, 중재 단계, 일반화 단계, 유지 단계로 구성되었다. 연구자는 주 2회 아동들을 직접 중재하였으며, 각 아동의 교사에게 주 1회 가이드 영상과 과제를 SNS를 통해 제공하고 피드백을 반영하며 음운인식 및 파닉스 중재를 실시하였다. 결과: 모든아동들은음운인식과단어수준의해독에서큰향상을보였다. 또한 QRW 결과, 모든아동들의원점수가전체영역에서향상되었다. 일반화 단계에서 모든 아동들은 문장 수준의 해독에서도 향상을 보였다. 유지 단계에서도 모든 아동들이 큰 유지 효과가 있는 것으로 나타났다. 논의 및 결론: 첫째, 모든 아동들의 해독 능력이 향상되어 본 연구의 중재는 효과적인 중재 방법으로서 의의가 있다. 둘째, 두 전문가가 실제 협력을 시행하여 협력의 긍정적 효과성을 살펴봤다는 점에서 임상적 의의가 있다. 셋째, 본 연구에서 적용한 비실시간 원격 협력방식은 두 전문가 간 새로운 협력 방안을 제시했다는 점에서 의의가 있다.

다국어 초록 (Multilingual Abstract)

Objectives: This study aimed to examine the effects of a phonological awareness and phonics intervention through remote collaboration between SLPs and teachers on the decoding skills of children from multicultural families with poor reading in the lower grades of elementary school. Methods: In this study, a multi-probe design was used to verify the effect of the intervention. The subjects were 3 multicultural children with poor reading skills (grades 1-2) and 3 teachers for each child. Their reading skills were examined through tests of phonological awareness and decoding (word level) in the baseline, intervention, and maintenance phases. Additionally, tests of decoding (sentence level) were conducted in the generalization phase to examine generalization at the sentence level. In this study, SLPs provided instruction to each child twice a week and also provided guide videos to each teacher once a week for 2 months. Results: All children were found to have high improvements in decoding skills (word level) and phonological awareness skills. Additionally, as a result of standardized reading and writing test (QRW), all children’s post-intervention raw scores were improved in all areas. In the generalization phase, all children showed improvements in decoding skills (sentence level). In the maintenance phase, all children were found to have a large effect size. Conclusion: The results show that phonological awareness and phonics intervention through remote collaboration between two experts had positive effects on the decoding skills of multicultural children with poor reading. Also, this intervention improved teachers’ teaching efficacy. Thus, the implementation of studies for collaboration between experts is suggested.

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