말소리와 음성과학 (Phonetics and Speech Sciences)

  • 제16권2호
  • /
  • Pages.83-90
  • /
  • 2024
  • /
  • 2005-8063(pISSN)
  • /
  • 2586-5854(eISSN)
한국음성학회 (Korean Society of Speech Sciences)
권호 표지
DOI QR코드

DOI QR Code

난독증 아동과 읽기이해부진 아동의 음운인출과 음운기억 능력

Phonological retrieval and phonological memory skills in children with dyslexia and poor comprehension

  • 윤효진 (조선대학교 언어치료학과)
  • Hyojin Yoon (Department of Speech-Language Pathology, Chosun University)
  • 투고 : 2024.05.20
  • 심사 : 2024.06.10
  • 발행 : 2024.06.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 초등 2-3학년 난독증 아동과 읽기이해부진 아동의 음운인출과 음운기억 능력을 살펴보고자 하였다. 본 연구에는 난독증 아동 17명, 읽기이해부진 아동 17명, 일반 아동 24명이 참여하였다. 난독증 아동은 표준화된 읽기검사의 단어해독 검사에서 표준점수 85점 이하인 아동으로 선정하였으며, 읽기이해부진 아동은 단어해독 검사에서는 표준점수 90점 이상이며 읽기이해 검사에서는 표준점수 85점 이하인 아동, 그리고 일반 아동은 단어해독과 읽기이해 검사 모두에서 표준점수 90점 이상인 아동으로 선정하였다. 모든 대상자에게 음운인출 능력을 살펴보기 위해 빠른 이름대기, 음운기억 능력을 살펴보기 위해 비단어 따라말하기 검사를 실시하였다. 연구 결과 난독증 아동은 빠른 이름대기와 비단어 따라말하기에서 다른 두 집단보다 통계적으로 유의하게 수행력이 낮은 것으로 나타났다. 반면 읽기이해부진 아동과 일반 아동 간에는 차이가 나타나지 않았다. 각 집단 별로 상관 분석을 실시한 결과 난독증 아동 집단에서는 빠른 이름대기 능력이 해독 및 읽기이해와 통계적으로 상관이 있는 것으로 나타났다. 일반 아동 집단에서는 빠른 이름대기 능력이 해독 및 읽기이해와 관련이 있었으며, 비단어 따라말하기는 읽기이해와 관련이 있는 것으로 나타났다. 반면, 읽기이해부진 집단에서는 변인들간에 관련성이 나타나지 않았다. 본 연구 결과 난독증 아동은 읽기 발달의 토대가 되는 음운인출과 음운기억에서 어려움이 있는 반면, 읽기이해부진 아동은 음운처리 기술에서는 결함이 없는 것으로 나타났다. 난독증 아동의 단어해독 어려움은 음운처리 결함에 기인한 것으로 해석할 수 있다.

This study aimed to explore phonological retrieval and phonological memory skills in second to third graders with dyslexia, poor comprehension, and typical development. The participants included 17 children with dyslexia, 17 children with poor comprehension, and 24 typically developing children. Children with dyslexia scored below 85 on the word decoding test, poor comprehender scored above 90 on the word decoding, and below 85 on the reading comprehension test and typical children scored above 90 on both reading tests. All participants were assessed on rapid automatized naming (RAN) and nonword repetition (NWR). The result indicated that children with dyslexia performed significantly worse on RAN and NWR tasks than other groups. However, there was significant differences between poor comprehender and typically developing children. Furthermore, only RAN were significantly correlated with word decoding and reading comprehension in children with dyslexia. For typically developing children, RAN was correlated with word decoding and reading comprehension, while NWR had a significant correlation with reading comprehension. No correlations were found between these variables for poor comprehender. The finding suggests that children with dyslexia showed difficulties on phonological retrieval and phonological memory, which are essential for reading development while poor comprehender do not have difficulties with phonological processing skills. Phonological processing deficits may underlie word decoding difficulties in dyslexia.

키워드

참고문헌

  1. Adolf, S. M., & Catts, H. W. (2015). Morphosyntax in poor comprehenders. Reading and Writing, 28(7), 1051-1070. https://doi.org/10.1007/s11145-015-9562-3
  2. Araujo, S., Reis, A., Petersson, K. M., & Faisca, L. (2015). Rapid automatized naming and reading performance: a meta-analysis. Journal of Educational Psychology, 107(3), 868.
  3. Araujo, S., & Faisca, L. (2019). A meta-analytic review of naming-speed deficits in developmental dyslexia. Scientific Studies of Reading, 23(5), 349-368. https://doi.org/10.1080/10888438.2019.1572758
  4. Alonzo, C. N., McIlraith, A. L., Catts, H. W., & Hogan, T. P. (2020). Predicting dyslexia in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(1), 151-162. https://doi.org/10.1044/2019_JSLHR-L-18-0265
  5. Bowers, P. G. (1995). Tracing symbol naming speed's unique contributions to reading disabilities over time. Reading and Writing, 7(2), 189-216. https://doi.org/10.1007/BF01027185
  6. Cain, K., Oakhill, J., & Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing, 13(1/2), 31-56. https://doi.org/10.1023/A:1008051414854
  7. Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396. https://doi.org/10.1044/1092-4388(2005/096)
  8. Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293. https://doi.org/10.1044/1092-4388(2006/023)
  9. Colenbrander, D., Kohnen, S., Smith-Lock, K., & Nickels, L. (2016). Individual differences in the vocabulary skills of children with poor reading comprehension. Learning and Individual Differences, 50, 210-220.
  10. de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95(1), 22-40.
  11. Ehrhorn, A. M., Adlof, S. M., Fogerty, D., & Laing, S. (2021). Probing phonological processing differences in nonword repetition for children with separate or co-occurring dyslexia and developmental language disorder. Scientific Studies of Reading, 25(6), 486-503. https://doi.org/10.1080/10888438.2020.1849223
  12. Elwer, A., Gustafson, S., Byrne, B., Olson, R. K., Keenan, J. M., & Samuelsson, S. (2015). A retrospective longitudinal study of cognitive and language skills in poor reading comprehension. Scandinavian Journal of Psychology, 56(2), 157-166. https://doi.org/10.1111/sjop.12188
  13. Gathercole, S. E., & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8(3), 259-272. https://doi.org/10.1007/BF03174081
  14. Georgiou, G. K., Parrila, R., & Kirby, J. R. (2009). RAN components and reading development from Grade 3 to Grade 5: What underlies their relationship? Scientific Studies of Reading, 13(6), 508-534. https://doi.org/10.1080/10888430903034796
  15. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160. https://doi.org/10.1007/BF00401799
  16. Hwang, M. (2014). Working memory of children with reading comprehension difficulties: Sentence repetition and nonword repetition. The Korea Journal of Learning Disabilities, 11(1), 53-72.
  17. Kang, J. K., Sung, J. E., & Kim, Y. T. (2017). Rapid automatized naming performance in Korean-speaking children with dyslexia. Communication Sciences & Disorders, 22(3), 520-529. https://doi.org/10.12963/csd.17416
  18. Kim, A. Kim, U., & Kim, J. (2020). A study on heterogeneity of reading difficulties in elementary school students. Educational Innovation Research, 30(2), 125-149.
  19. Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppanen, P. H. T., Lohvansuu, K., O' Donovan, M.,... Schulte-Korne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54(6), 686-694. https://doi.org/10.1111/jcpp.12029
  20. Lee Swanson, H., Trainin, G., Necoechea, D. M., & Hammill, D. D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research, 73(4), 407-440.
  21. Melby-Lervag, M., & Lervag, A. (2012). Oral language skills moderate nonword repetition skills in children with dyslexia: A meta-analysis of the role of nonword repetition skills in dyslexia. Scientific Studies of Reading, 16(1), 1-34. https://doi.org/10.1080/10888438.2010.537715
  22. Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment. Journal of Speech, Language, and Hearing Research, 47(1), 199-211. https://doi.org/10.1044/1092-4388(2004/017)
  23. Nation, K., Cocksey, J., Taylor, J. S. H., & Bishop, D. V. M. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031-1039. https://doi.org/10.1111/j.1469-7610.2010.02254.x
  24. Nation, K., & Hulme, C. (2011). Learning to read changes children's phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science, 14(4), 649-659. https://doi.org/10.1111/j.1467-7687.2010.01008.x
  25. Pae, S., Kim, M., Yoon, H., & Jang, S. (2015). Korean language-based reading assessment (KOLRA). Seoul, Korea: Hakjisa.
  26. Park, H. W. (2014). Korean version of comprehensive test of nonverbal intelligence (K-CTONI-2) (2nd ed.). Seoul, Korea: Mindpress.
  27. Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Phonological deficits in specific language impairment and developmental dyslexia: Towards a multidimensional model. Brain, 136(2), 630-645. https://doi.org/10.1093/brain/aws356
  28. Snowling, M. J., & Hulme, C. (2012). Annual research review: The nature and classification of reading disorders: A commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry, 53(5), 593-607. https://doi.org/10.1111/j.1469-7610.2011.02495.x
  29. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27(5), 276-286. https://doi.org/10.1177/002221949402700503
  30. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161-185. https://doi.org/10.1207/s1532799xssr0102_4
  31. Toria, G. A. (2014) Phonological processing deficits and literacy learning: Current evidence and future direction. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy (pp. 227-245). New York, NY: Guilford Press.
  32. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
  33. Verhoeven, L., & Keuning, J. (2018). The nature of developmental dyslexia in a transparent orthography. Scientific Studies of Reading, 22(1), 7-23. https://doi.org/10.1080/10888438.2017.1317780
  34. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. https://doi.org/10.1037/0033-2909.101.2.192
  35. Werfel, K. L., & Krimm, H. (2017). A preliminary comparison of reading subtypes in a clinical sample of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 60(9), 2680-2686. https://doi.org/10.1044/2017_JSLHR-L-17-0059
  36. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438. https://doi.org/10.1037/0022-0663.91.3.415
  37. Yoon, H., & Kim, B. (2022). Phonological awareness, rapid naming, and nonword repetition abilities in children with dyslexia in grades 1 to 6. Communication Sciences & Disorders, 27(3), 495-505. https://doi.org/10.12963/csd.22914