The Journal of Korean Academy of Sensory Integration (대한감각통합치료학회지)

Korean Academy of Sensory Integration (대한감각통합치료학회)
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The Effect of Interactive Metronome Training on Reading Fluency in Elementary Students: A Single Case Study

상호작용식 메트로놈(Interactive Metronome: IM) 훈련이 초등학생 저학년의 읽기 유창성에 미치는 영향: 단일사례연구

  • Gim, Yeong-Jun (Dept. Occupational Therapy, Kangwon National University) ;
  • Shin, Min-ho (Innerpeace Rehabilitation Day-care Center) ;
  • Jeong, Hye-won (Dept. Emergency Medical Rehabilitation, Kangwon National University) ;
  • Jeon, Byoung-Jin (Dept. Occupational Therapy, Kangwon National University)
  • 김영준 (강원대학교 작업치료학과) ;
  • 신민호 (이너피스 재활 데이케어센터) ;
  • 정혜원 (강원대학교 일반대학원 응급의료재활학과) ;
  • 전병진 (강원대학교 작업치료학과)
  • Received : 2021.05.03
  • Accepted : 2021.09.24
  • Published : 2021.09.30
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Abstract

Objective : The purpose of this study is to investigate the effect of Interactive Metronome (IM) training on the reading fluency of an elementary school student. Methods : This study followed the ABA design, a single-case research method, and was conducted on one elementary school student. From October 2019 to December 2019, a three-session baseline phase (A), twelve-session intervention phase (B), and three-session post-baseline phase (A') were conducted. The intervention was IM training, and long-form assessment (LFA) of IM and BASA:R were performed for each session. In addition, BASA:R was conducted three times at baseline and post-baseline. Result : Compared with baseline, there was a significant improvement in reading fluency after the IM training intervention. Conclusions : IM training can be useful for increasing reading fluency. The results of this work demonstrate the efficacy of IM training as a clinical intervention to improve reading fluency in elementary school students.

목적 : 본 연구는 초등학생의 읽기 유창성에 상호작용식 메트로놈(Interactive Metronome; IM)훈련이 효과가 있는지 알아보고자 한다. 연구방법 : 초등학생 저학년 아동 3명을 대상으로 2019년 11월부터 12월까지 개별 실험 연구(single-subject experimental research design) 중 ABA디자인을 적용하였다. 총 18회기로 기초선 3회기, 중재기 12회기, 재기초선 3회기를 시행하였다. 중재는 상호작용식 메트로놈이었으며 매 회기마다 상호작용식 메트로놈의 LFA(Long Form Assessment)와 기초학습기능 수행평가체제의 읽기검사(Basic Academic Skills Assessment: Reading; BASA: R)를 수행하였다. 또한 기초선, 추적기 때 각 세 번씩 BASA: R의 평가를 진행하였다. 결과 : 기초선과 비교하여 상호작용식 메트로놈 중재 이후 대상자의 읽기 유창성 능력에서 유의한 향상을 보였다. 결론 : 상호작용식 메트로놈이 초등학생 저학년 아동의 읽기 유창성 능력 향상을 위한 임상적 중재 방법으로 사용될 수 있다.

Keywords

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