본 연구는 발음중심 교수법과 총체적 언어 중심 교수법을 결합한 균형적 문해 프로그램을 구안하여 읽기장애 위험아동의 단어와 비단어 읽기능력에 미치는 효과를 알아보았다. 연구의 결과 3명의 읽기장애 위험아동 모두 단어 읽기능력이 기초선 단계보다는 중재 단계에서 전체적으로 향상되었고, 유지 단계에서도 유지가 되었다. 이러한 결과를 통해 균형적 문해 프로그램이 읽기장애 위험아동의 단어와 비단어 읽기능력을 향상시키는데 효과적임을 알 수 있다.
Reading is important tool to acquire required information for social life and school study and make unified lingual system with closed relation to speaking and writing. No proper educational measures to children with difficulties to reading shows high possibility to be diagnosed and identified as reading disabilities later. Those children are at risk reading disabilities. This study designs and applies balanced literacy program with diverse activities not by unilateral aspect but by complementary aspect of pronunciation oriented teaching method and total lingual approach for conception progress of at risk reading disability children\'s reading. In this study, balanced literacy program unifies reading activities reasonably and includes teaching method of reading for children with reading disability. All three children made progress of reading ability in the phase of intervention than in baseline phase and preserved in maintenance phase. Diverse activities of reading segment based text writing and letter practice activities in balanced literacy program is effective to improvement of reading ability of children at risk of reading disability. Key words : balanced literacy program, at-risk children reading disability, reading* Hanyoung Theological university
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 결론 참고문헌 Abstract
