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동화를 활용한 반복읽기중재가 정신지체학생의 읽기 유창성 및 읽기 이해력에 미치는 영향 원문보기

  • 저자

    박소영

  • 학위수여기관

    공주대학교 특수교육대학원

  • 학위구분

    국내석사

  • 학과

    초등특수교육전공

  • 지도교수

    전병운

  • 발행년도

    2014

  • 총페이지

    iv, 53장

  • 키워드

    동화활용 반복읽기중재 정신지체학생 읽기유창성 읽기이해력;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534457&outLink=K  

  • 초록

    The purpose of this study is to examine the effects of repeated reading intervention using fairy tales on the reading fluency and comprehension of students with mental retardation. The participants for this study were three elementary school students with metal retardation in a special class. The study was conducted to investigate the effects of the intervention with multiple probe design across subjects. It was done in sequence of baseline, intervention with evaluation, and maintenance. In the stage of preparation, preliminary knowledge of the students was stimulated before reading. The next steps were as follows; reading after teachers, reading on their own, figuring out the main contents, reading again after checking records, and evaluating. In these processes, repeated reading was done five times. The evaluation done afterwards each session was to read out scripts for the evaluation. What the students read was recorded for 1 minute and it was evaluated with the number of syllables read correctly. The reading comprehension was assessed by recording the exact answers about questions asked after the students read scripts for reading comprehension. The results of this study shown as charts and graph are as follows. First, reading fluency of the students who had the intervention was improved. Second, reading comprehension rose to higher level. Third, the students kept their reading fluency and comprehension in the stage of maintenance. The effects of repeated reading intervention using fairy tales on the reading fluency and comprehension of students with mental retardation were proved.


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