본 연구는 학습만화를 활용한 독서활동이 청각장애학생의 읽기능력 및 쓰기능력 향상에 어떠한 영향을 미치는지 알아보기 위하여 중등부 청각장애학생 14명을 대상으로 실험집단과 비교집단으로 나누어 2010년 3월부터 4월까지 총 9주 동안 비교 실험하였다. 실험은 참여 학생 모두 읽어본 경험이 없는 세계명작 7편을 일정시간 동안 각 1권씩 완독한 후 각자 완독한 명작에 해당되는 읽기능력․ 쓰기능력 평가지를 통하여 그 결과를 알아보는 것으로 구성하였으며 우선 사전검사를 실시하여 두 집단이 동질집단임을 검증한 후 실험처치 6회기에 걸쳐서 실험집단에게는 만화로 된 세계명작 독서활동을, 비교집단에게는 일반 도서로 된 세계명작 독서활동을 각각 실시하고 실험처치 마지막 회기에 사전검사와 동일한 조건으로 사후검사를 실시하여 두 집단의 변화를 알아보았다. 그 결과 얻어진 결론은 다음과 같다. 첫째, 학습만화를 활용한 독서활동은 청각장애학생의 읽기능력 신장에 효과적이었다. 실험집단은 읽기능력 평가 결과 사전검사보다 사후검사에서 긍정적인 향상을 보였으며 비교 집단은 사전검사와 사후검사에 점수 변화가 크게 나타나지 않아 실험집단과 비교집단은 사후검사에서 유의미한 차이를 보였다. 둘째, 학습만화를 활용한 독서활동은 청각장애학생의 쓰기능력 신장에 효과적이었다. 실험집단은 쓰기능력 평가 결과 사전검사보다 사후검사에서 긍정적인 향상을 보였으나 비교집단은 사전검사와 사후검사에서 점수 차이가 없었으며 실험집단과 비교집단 간에는 사후검사에서 유의미한 차이가 있었다.
A Cartoon has the functional feature that is conveyed easily and quickly in a visual way as the special medium which has strong point of picture conductor and print media. These educational utilizing cartoons can be a very effective way to improve language ability of students who have special developed good eye sight but can not get information through their ears. So this study researched how much a learning cartoon influences on reading and writing ability of students with hearing problem, and I conducted a survey of 14 subjects of junior high school students with hearing problem, who were divided into two groups-experimental group and comparison group, consisted of 7students respectively. I made a comparative study of the two groups from March 2nd in 2010 to April 30th. The reading activities relating to the experiment were carried out by checking the result through evaluation paper for reading ability and evaluation paper for writing ability about the children's classic stories which they read before, after the student subjects reading a children's class story book which is selected and had never been read by them all, respectively for a week. First, before investigation, this study was carried out by checking for reading ability paper and writing ability paper after I had both of the two groups read a identical book which was general to them, to verify that the two groups were homogeneous as a preliminary inspection. Through 6 sessions, I had experimental group read a children's classic fairy tale cartoon and had comparison group read a general classic fairy tale. At the last session, I carried out post-test with reading ability paper and writing ability paper to check the change of two groups. Second, reading activities utilizing a learning cartoon were very effective to improve reading and writing ability of hearing-impaired students. The experimental group indicated that they had affirmative improvement with the result that the post-test was better than the preliminary inspection. On the other hand, the comparison group did not with the result that there was no difference between preliminary inspection and post-test. There was meaningful difference between the experimental group and comparison group. Key words : reading and writing ability, hearing-impaired students, utilizing a learning cartoon, reading activities
\"Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 결과 및 논의 Ⅳ. 결 론 참고문헌\"
