본 연구는 반복학습형 CAI를 활용한 단어 지도가 지적장애학생의 단어 학습에 미치는 효과를 알아 보는데 그 목적이 있다. 단어 학습은 단어 이해력, 단어 표현력, 단어 읽기로 구분하였다. 특수학급에 재학 중인 지적장애 학생 3명이 연구에 참여하였고, 이들에게 실물사진카드를 활용한 일대일 단어지 도를 실시한 후 반복학습형 CAI를 활용한 단어 지도 중재를 7주 동안 21회기에 걸쳐 제공하였다. 연 구 설계는 반전 설계를 사용하였다. 연구 결과 반복학습형 CAI를 활용한 단어지도가 지적장애 학생 의 단어 이해와 단어 표현 향상에 효과적이었지만, 단어 읽기 향상에는 제한적인 효과가 나타났다.
The purpose of this study is to examine the effects of word instruction using drill and practice type of CAI on the word learning of students with intellectual disabilities. The research questions to achieve the purpose of the study are as follows: First, what is the effect of word instruction using a drill and practice type of CAI on the word comprehension of students with intellectual disability?; Second, what is the effect of word instruction using a drill and practice type of CAI on the word expression of students with intellectual disability?; Third, what is the effect of word instruction using a drill and practice type of CAI on the word reading of students with intellectual disability? In order to solve the research questions, the intervention program was implemented 21 times for 7 weeks to 3 students with intellectual disabilities from a elementary special classes. The study employed a multiple baseline across subjects design of single subject research. The independent variable was drill and practice type of CAI and the dependant variable was word learning. The results of the study were as follows: First, word instruction using drill and practice type of CAI was effective in improving the word comprehension and the word expression of students with intellectual disabilities. Second, word instruction using drill and practice type of CAI has limited effect on improving the word reading of students with intellectual disabilities.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 제언
