학령기 인공와우이식 아동의 음운처리능력에 대한 연구 = The study on phonological processing ability of school-age cochlear implant children

다국어 초록 (Multilingual Abstract)

Phonological awareness ability is an important factor to look at the development of reading. For this reason, we examined phonological awareness, information recall, and working memory of school children with cochlear implants using BASA which is one of the reading tests.
Results of this study were as follows. First, there was no significant difference between CI children and normal hearing children in discrimination, deletion, of four phonological awareness tasks. Whereas, in a substitution and rblending task, cochlea implant children showed lower performance compared to normal hearing children. Second, phonological information recall tasks showed no differences between the two groups. Third, for working memory task, there is no significant difference in number ordering task between two groups. However, in meaningless word task, the performance of CI children was lower than that of normal hearing children.
On the basis of these results, we suggest that we should develop an early-intervention program of phonological awareness which develops until the school-age for CI children and through this intervention approach, we should find the solutions of academic problems related to reading ability of school-age CI children.

국문 초록 (Abstract)

읽기발달을 살펴보는데 중요한 요인으로 작용되는 음운처리능력을 학령기 인공와우이식 아동을 대상으로 BASA 초기문해검사를 사용하여 음운인식, 정보회상, 작업기억능력의 3가지 하위 영역을 살펴보았다. 그 결과, 4가지의 음운인식과제 중 변별과 탈락에서는 인공와우이식 아동 집단과 건청 아동집단 간 수행의 차이는 없는 것으로 나타났고, 합성과 대치에서는 인공와우이식 아동 집단이 건청 아동 집단에 비해 낮은 수행력을 보였다. 음운정보 회상과제에서는 두 집단 간 유의한 차이는 없는 것으로 나타났다. 음운작업 기억과제의 경우 숫자 따라하기에서는 차이가 없었고, 무의미단어 따라하기에서는 인공와우이식 아동 집단의 수행결과가 건청 아동에 비해 낮게 나타났다. 이러한 결과를 바탕으로 학령기까지 계속적으로 발달하는 음운인식 및 처리 능력에서의 중재의 필요성을 제안하는 바이며 이러한 중재적 접근을 통하여 인공와우이식 아동의 학령기에 대두되는 읽기와 관련된 학업성취의 문제 해결 방안을 모색하고자 한다.

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