디지털융복합연구 (Journal of Digital Convergence)

  • 제14권6호
  • /
  • Pages.535-546
  • /
  • 2016
  • /
  • 2713-6434(pISSN)
  • /
  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
권호 표지
DOI QR코드

DOI QR Code

5~8세 아동의 철자지식과 음운인식이 시각적 단어 해독과 부호화에 미치는 영향

Effects of Orthographic Knowledge and Phonological Awareness on Visual Word Decoding and Encoding in Children Aged 5-8 Years

  • 나예주 (대구대학교 대학원 재활과학과) ;
  • 하지완 (대구대학교 대학원 재활과학과)
  • Na, Ye-Ju (Dept. of Rehabilitation Science, Graduate School, Daegu University) ;
  • Ha, Ji-Wan (Dept. of Rehabilitation Science, Graduate School, Daegu University)
  • 투고 : 2016.05.01
  • 심사 : 2016.06.20
  • 발행 : 2016.06.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

철자지식과 음운인식이 시각적 단어 해독과 부호화에 미치는 영향을 알아보기 위하여, 5세에서 8세의 아동 각 15명씩 총 60명을 대상으로 철자지식(자모지식, 소리-글자 대응지식, 철자표상), 음운인식(단어인식, 음절인식, 음소인식), 시각적 단어 해독(자소-음소 일치 단어 읽기, 불일치 단어 읽기), 시각적 단어 부호화(자소-음소 일치 단어 받아쓰기, 불일치 단어 받아쓰기) 과제를 실시하였다. 그 결과 철자지식, 음운인식, 시각적 단어 해독, 시각적 단어 부호화의 모든 과제에서 연령 집단 간 수행력 차이가 유의하였고, 각 과제 수행력 간 유의한 정적 상관관계가 있었다. 이 중 불일치 단어 철자표상, 음절인식, 음소인식이 본 연구 대상자들을 연령에 따라 보다 민감하게 구분하는 것으로 나타났다. 시각적 단어 해독과 부호화 능력을 예측하는 변인으로 음운인식보다는 자모지식과 철자표상과 같은 철자지식 능력이 포함되었다. 본 연구결과는 학령기 전후 철자에 보다 익숙해지면 음운인식보다 철자지식이 시각적 단어 해독과 부호화에 더 많은 영향을 미친다는 것을 시사한다.

This study examined the relation among orthographic knowledge, phonological awareness, and visual word decoding and encoding abilities. Children aged 5 to 8 years took letter knowledge test, phoneme-grapheme correspondence test, orthographic representation test(regular word and irregular word representation), phonological awareness test(word, syllable and phoneme awareness), word decoding test(regular word and irregular word reading) and word encoding test(regular word and irregular word dictation). The performances of all tasks were significantly different among groups, and there were positive correlations among the tasks. In the word decoding and encoding tests, the variables with the most predictive power were the letter knowledge ability and the orthographic representation ability. It was found that orthographic knowledge more influenced visual word decoding and encoding skills than phonological awareness at these ages.

키워드

참고문헌

  1. H. W. Catts and A. G. Kamhi. "Language and reading disabilities." New York: Allyn & Bacon, 2005.
  2. H. H. Han. "The effects of game centered language program on the word recognition capability for students with mentally retarded." Master's thesis, Dankook University, 2008.
  3. S. W. Ahn. "A study of relationship among phonological awareness, letter knowledge, letter-sound correspondence and age." The Korean Journal of Learning Disabilities, Vol. 8, No. 1, pp. 1-23, 2011.
  4. S. W. Ahn and M. J. Heo. "A Study of knowledge of letter names and phoneme-grapheme correspondence for Korean kindergarten children." The Journal of Special Children Education, Vol. 13, No. 2, pp. 267-287, 2011. https://doi.org/10.21075/kacsn.2011.13.2.267
  5. S. I. Hong. "The development of phonological awareness in Korean children." Master's thesis, Yonsei University, 2001.
  6. T. P. Hogan, H. W. Catts and T. D. Little. "The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness." Language, Speech, and Hearing Services in Schools, Vol. 36, No. 4, pp. 285-293, 2005. https://doi.org/10.1044/0161-1461(2005/029)
  7. E. W. Ball and B. A. Blachman. "Phoneme segmentation training: Effect on reading readiness." Annals of Dyslexia, Vol. 38, pp. 208-225, 1988. https://doi.org/10.1007/BF02648257
  8. J. L. Eldredge and J. E. Baired. "Phonemic awareness training works better than whole language instruction for teaching first graders how to write." Reading Research and Instruction, Vol. 35, No. 3, pp. 193-208, 1996. https://doi.org/10.1080/19388079609558209
  9. J. L. Anthony and D. J. Francis. "Development of phonological awareness." Current Directions in Psychological Sciences, Vol. 14, No. 5, pp. 255-259, 2005. https://doi.org/10.1111/j.0963-7214.2005.00376.x
  10. A. Castles, K. Wilson and M. Coltheart. "Early orthographic influences on phonemic awareness tasks: Evidence from preschool training study." Journal of Experimental Child Psychology, Vol. 108, pp. 203-210, 2011. https://doi.org/10.1016/j.jecp.2010.07.006
  11. W. R. Lee. "The effects on phonological awareness, naming speech, and reading ability of children with reading disabilities through phonological awareness training." Journal of Speech & Hearing Disorders, Vol. 12, pp. 61-80, 2003.
  12. C. K. Lee. "Error analysis of writing in elementary school students." Journal of Digital Convergence, Vol. 11, No, 3, pp. 381-387, 2013. https://doi.org/10.14400/JDPM.2013.11.3.381
  13. Y. T. Kim, G. H. Hong, K. H. Kim, H. S. Jang and J. Y. Lee. "Receptive & Expressive Vocabulary Test (REVT)." Seoul: Seoul Community Rehabilitation Center, 2009.
  14. Y. T. Kim and M. J. Shin. "Urimal Test of Articulation and Phonology (U-TAP)." Seoul: Hakjisa, 2004.
  15. Kim, M. J. (1995). The effects of reading training by phonics methods on reading ability of reading disability children." Master's thesis, The Catholic University of Korea.
  16. H. S. Maeng. "The effects of orthographic representation on speech sound segmentation." Master's thesis, Daegu University, 2014.
  17. H. J. Park. "The effects of early screening and intervention for children at-risk of reading underachievement." Ph.D. dissertation, Ewha Womans University, 2010.
  18. B. H. Oh. "The effects of phonological awareness training parallel with phonics instruction on word reading and spelling of poor readers." Master's thesis, Dankook University, 2006.
  19. Y. K. Kim and D. I. Seok. "Consideration of an essential property of phonological awareness in speech language pathology." Journal of Speech-Language & Hearing Disorders, Vol. 15, pp. 17-43, 2006.
  20. The National Institute of the Korean Language. "Research of the vocabulary of elementary school textbooks." Seoul: The National Institute of the Korean Language., 2009.
  21. H. J. Kim and J. R. Cho. "Cognitive development= phonological awareness, visual perception and reading of Hangul in preschool children." The Korean Journal of Developmental Psychology, Vol. 14, No. 2, pp. 15-28, 2001.
  22. H. S. Je. (2014). "Effect of emergent literacy skills on monosyllable reading of children with typical development and mild intellectual disability." Ph.D. dissertation, Ewha Womans University, 2014.
  23. E. Y. Choi and J. H. Lee. "Analysis based on the effects of early literacy skills on young children's word writing by children's age and their family's socio-economic status." The Journal of Korea Early Childhood Education, Vol. 17, No. 4, pp. 261-284, 2010.
  24. F. R. Manis, L. M. Doi and B. Bhadha. "Naming speed, phonological awareness, and orthographic knowledge in second graders." Journal of Learning Disabilities, Vol. 33, No. 4, pp. 324-433, 2000.
  25. H. R. Park. "The characteristics of reading-related skills in poor comprehenders, poor readers and normal readers in Hangul." Journal of Digital Convergence, Vol, 13, No.3, pp. 295-304, 2015.