그림･글자카드 중심의 읽기지도 프로그램이 정신지체아동의 단어재인 및 이해에 미치는 효과

Abstract

The purpose of this study was to investigate the effects of a picture-letter-card-centered reading program on improving the word recognition and comprehension skills of children with mental retardation. Two boys and one girl, ages 6-7 in years, with similar levels of IQ and visual perceptual skills, were selected for this study. The reading program consisted of 20 sessions and each session was designed to teach children to identify and understand the meaning of four life-centered, functional words employing four instructional strategies such as visual perceptual training, matching identical letter cards, matching letter cards equivalent to picture ones, and placing pictures on the corresponding letter cards. The researcher implemented the program individually for each child for nine weeks, two or three sessions per week. To measure the effects of the program, one 40-item word recognition test and one 20-item word meaning comprehension test were administered three times (one week before the program, between twelfth and thirteenth sessions, and one week after the program). To analyze the children's participation in the program, the third, thirteenth, and 20th sessions were videotaped. The results did not show the improvement in word recognition and comprehension skills across all the children.