총체적 언어교수 프로그램이 정신지체학생의 읽기·쓰기 능력에 미치는 효과

Abstract

The purpose of this study was to investigate the effects of the whole language teaching program on the reading and writing abilities of students with mental retardation. The subjects were three students who had been attending the special class for the retardation in middle school and they had got less than 28% in the reading and writing test for basic learning aptitude. The researcher reviewed and adapted the language teaching program for the retardation in middle school by national special education institute for this study. This study used the results of reading and writing test and reading 1,2 inspection of basic learning aptitude by Korea Education Development Institute as the inspection tools and conducted the inspections 24 times for 8 weeks. The conclusions of this study can be summed up like the followings. First, language teaching program was effective to enhance the reading ability of the mentally disabled students. Student 2 out of the three subjects showed improvement in recognizing and reading single syllables, students 1 and 3 in reading words. Students 2 and 3 highly improved in reading comprehension ; they could understand the sentence structures and conjunctions and meanings of the words. Student 2 showed highly improvement in every reading. Second, language teaching program was also effective to enhance the writing ability of the mentally retarded students. Three of the subjects, compared with their previous abilities to connect the sounds and letters, greatly improved in connecting sounds and letters of the words as well as the syllables. This was because after joining the program, they practiced simple words and sentences related to the daily life frequently and this repeated practice helped them to enhance their understanding the daily words. On the basis of the this study, the researcher is to suggest the followings. First, language teaching program for mentally retarded students in middle school is to be adapted to study on the listening and speaking ability as well as reading and writing ability. Second, appropriate reading and writing testing tools for mentally retarded students should be developed. Third, extracurricular learning classes should be given to the students during the vacation session.