The Journal of Korean society of community based occupational therapy (대한지역사회작업치료학회지)

Korean Society of Community Based Occupational Therapy Association (대한지역사회작업치료학회)
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The Effects of Aloud Reading on handwriting Legibility in Low-level Elementary School Children

초등학교 저학년 아동의 소리 내어 읽기가 글씨쓰기 명료도에 미치는 영향

  • Kang, Hui-Ju (Dept. of Occupational Therapy, College of Health Science, Kangwon National University) ;
  • Kim, Hui-Jin (Dept. of Occupational Therapy, College of Health Science, Kangwon National University) ;
  • Yeom, Ji-Won (Dept. of Occupational Therapy, College of Health Science, Kangwon National University) ;
  • Yi, Yu-Ra (Dept. of Occupational Therapy, College of Health Science, Kangwon National University) ;
  • Choi, Eun-Jin (Dept. of Occupational Therapy, College of Health Science, Kangwon National University) ;
  • Jeon, Byoung-Jin (Dept. of Occupational Therapy, College of Health Science, Kangwon National University)
  • 강희주 (강원대학교 보건과학대학 작업치료학과) ;
  • 김희진 (강원대학교 보건과학대학 작업치료학과) ;
  • 염지원 (강원대학교 보건과학대학 작업치료학과) ;
  • 이유라 (강원대학교 보건과학대학 작업치료학과) ;
  • 최은진 (강원대학교 보건과학대학 작업치료학과) ;
  • 전병진 (강원대학교 보건과학대학 작업치료학과)
  • Received : 2016.05.29
  • Accepted : 2016.06.24
  • Published : 2016.06.30
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Abstract

Objective : The aim of the present study was to investigate the effect of aloud reading on handwriting legibility in low-level elementary school children. Methods : The subject of the present study consisted of 45 elementary school 2nd graders who were normally developed checked by the Developmental Test of Visual Perception. Experimental period was conducted total six times that Pre-evaluation once, four times intervention, and Post-evaluation once from November 2 to November 25, 2015. When Pre-evaluation and Post-evaluation was measured the handwriting legibility and speed using Handwriting Skill Test. When intervention divided and implemented to experimental group who handwriting with aloud reading, control group1 who only handwriting, and control group2 who nothing. Pre-evaluation and Post-evaluation identified change the handwriting legibility using Handwriting Skill Test. Result : After intervention, handwriting legibility improve female than male. At word card1, control group1 improve significantly handwriting legibility within group and control group2 come out significant difference but handwriting legibility decrease. At word card2, experimental group and control group1 improve significantly handwriting legibility within group. Experimental group and control group1, control group1 and control group2 come out significant difference between group. Conclusion : The present study demonstrates that handwriting training improve handwriting legibility to elementary school 2nd graders.

목적 : 본 연구는 학령기 아동을 대상으로 소리 내어 읽기가 글씨쓰기 명료도에 미치는 영향을 알아보고자 하였다. 연구방법 : 연구대상은 초등학교 2학년 학생으로 DTVP 검사 결과 선별된 45명으로 선정하였다. 실험기간은 2015년 11월 2일부터 11월 25일까지 기초선 1회, 중재 4회, 중재 후 평가 1회로 총 6회를 실시하였다. 기초선 기간과 중재 후 평가 기간에는 글씨쓰기 명료도 평가도구를 사용하여 글씨쓰기 명료도와 속도를 측정하였다. 중재기간에는 소리내어 읽기를 하며 글씨쓰기를 하는 실험군, 글씨쓰기만을 하는 대조군1, 아무런 중재를 가하지 않은 대조군2로 나누어 실시하였다. 중재 전과 중재 후 글씨쓰기 명료도 검사를 실시하여 글씨쓰기 명료도의 변화를 알아보았다. 결과 : 글씨쓰기 중재 후, 남학생보다 여학생이 글씨쓰기 명료도가 유의미하게 향상되었다. 첫 번째 단어카드에서 대조군1은 집단 내 글씨쓰기 명료도의 차이가 유의미하게 향상되었고, 대조군2는 집단 내 글씨쓰기 명료도의 차이가 유의미하게 나타났지만 글씨쓰기 명료도 점수는 하락하였다. 두 번째 단어카드에서 실험군과 대조군1은 집단 내 글씨쓰기 명료도의 차이가 유의미하게 향상되었고, 실험군과 대조군2, 대조군1과 대조군2는 집단 간 글씨쓰기 명료도의 차이가 유의미하게 나타났다. 결론 : 본 연구에서는 글씨쓰기 연습을 통해 초등학교 2학년 아동의 글씨쓰기 명료도를 향상시키는 효과가 있다는 근거를 제공하는데 의의가 있다.

Keywords

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