역동적 평가로 본 초등학교 1-2학년 읽기부진아동의 낱말학습능력과 수정가능성 특성

Abstract

This study reviewed the learning potential of children experiencing difficulty in reading, or in other words their word learning ability by conducting a word definition mediation learning in Mediated Learning Experience(MLE) as applied in dynamic assessment. Through dynamic assessment, it was verified whether children experiencing difficulty in reading and children without such difficulty could be distinguished from each other to confirm that the assessment can provide information on the intervention goals and intervention procedures which are useful information in a clinical setting. Such dynamic assessment could be used to compare the performance of poor readers and good readers evaluated in the pre and post test through pre-test, MLE, and post-test format. By evaluating the learning strategies applied in the short-term learning stage through modifiability tests, the learning potential of the child that can be changed could be verified. Subjects of the study were 10 poor readers children in 1st and 2nd grade of elementary school (M=7;6) and 10 good reader (M=7;5). Poor readers were selected as those with a score of 85 or higher on K-CTONI-2 and a score of 90 or lower on KISE-BAAT. Good readers were those with a score of 85 or higher on non-linguistic index of K-CTONI-2 and those with a score of 90 or higer on the KISE-BAAT reading index. Study questions were as follows: (1) Is there a significant difference in word learning ability between poor readers and good readers grade of elementary school who poor readers children and good reader children do not have the difficulty? (2) Is there a significant difference in the modifiability scores between children in poor readers and good readers grade of elementary school who have poor readers children and good reader children do not have the difficulty? (3) Is there a significant correlation between word learning ability and modifiability scores in each group? In terms of the study results, there was a significant difference between two groups in word learning ability. To evaluate the learning potential of children in specific areas, it was shown that dynamic assessment using unofficial evaluation tools, in addition to static assessment is valid. It also showed that if through dynamic assessment the qualitative characteristics of specific areas can be identified, not only can the qualitative evaluation be supplemented, but reliable information to set mediation goals and mediation procedures can also be acquired. Based on the second study question, a significant difference between two groups in scores was also verified. This implies that revisable potential tests can complement the static evaluation when evaluating and diagnosing children with low linguistic ability or who experience environmental, social or personal constraints. It also shows that it can be useful in identifying effective mediation strategies in a clinical setting and reflecting them in a family or clinical setting. Based on the third study question, there was a significant correlation between the word learning ability and modifiability scores in each group, implying that the word learning ability and modifiability test in the dynamic assessment can become a valid testing tool to distinguish the two groups. In summary, static assessment often used to evaluate children with reading difficulties is limited in that it cannot accurately evaluate the children’s ability. By applying dynamic assessment that improves such shortcomings, the validity of distinguishing between two groups was confirmed, as well as its ability to provide information that can be applied to treatment prognosis, intervention goals and plans.