지적장애 중·고등학생의 읽기 오류와 읽기 이해도 분석

Abstract

The purpose of this study was to analyze the error patterns and comprehension levels of reading by secondary students with intellectual disabilities. A total of 24 students (12 middle school students and 12 high school students) were recruited to participate in this study. They read aloud two passages and answered 10 questions. Omission was the most frequently occurred error while secondary students with intellectual disabilities read the passages. They answered, on the average, six and seven questions correctly. The error rate of reading was negatively correlated with the reading comprehension level.