전래동화 활용학습이 정신지체 아동의 읽기·쓰기 능력향상에 미치는 영향

Abstract

The purpose of this study is to reveal the effects on reading and writing ability by applying traditional story instruction program with mentally retarded students. The subjects of this study were two higher-grade children with mental retardation attending the Special class of Gwangju S Primary School and one higher-grade child with mental retardation attending S Special School. Although one of them had small difference in social maturity test, K-WISC-Ⅲ, and Draw-A-Person Test, all of them had no speaking and listening disability, but had in common in the retardation of reading and writing. This study was a case study. The program was conducted for 24 sessions for 8 weeks, starting June 26, 2006(until Aug. 19, 2006). Pretest, intermediate test, and posttest were administered in order to examine the degree of changes in reading and writing. Their results were compared and recorded. Program results were as follows. First, the use of traditional story instruction program suggests the improvement in reading ability with all subject children. Second, the use of traditional story instruction program suggests the improvement in writing ability with all subject children. Based on these results, the traditional story instruction program may improve in reading and writing ability with mentally retarded children, and may be effective for mentally retarded children to have an active attitude which reads children's stories by themselves even after the program was closed.