지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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- 2015
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<ABSTRACT>
Morphological awareness of connective endings in first and second grade poor readers
Kim, Ga-Eun
Advisor : Chung, Bhu-Ja
Department of Speech & Language Pathology.
Graduate School of Chosun University
The purpose of this study was to know whether there are significant differences on morphological awareness of connective endings between poor and good readers and to verify how the ability of morphological awareness influences on literacy skills.
The participants were poor readers in first and second grades(7 first grade, 8 second grade) and good readers in first and second grades(7 first grade, 8 second grade). All of the participants were administered KISE-BAAT, K-CTONI-2 and morphological awareness tasks of connective endings made in this study.
The findings of this study are as follows :
First, data showed significant differences between the average scores on the morphological awareness task of poor readers and good readers. There might be several possible reasons for the differences such as faulty meta-cognitive skills, limited vocabulary, difficulties of reading, and learned helplessness.
Second, the performance on the morphological awareness task of connective endings was significantly correlated with the performance of reading tasks, including subtests of word reading and sentence completion.
The findings of study showed that speech language pathologists and special education teachers should consider morphological awareness skills when they
evaluate literacy abilities and establish literacy goals into their service program
This study focuses on only connective endings among many morphological markers, thus further research is needed on morphological awareness skills of other grammatical morphemes. Links between morphological awareness and vocabulary skills should also be more investigated.
Morphological awareness of connective endings in first and second grade poor readers
Kim, Ga-Eun
Advisor : Chung, Bhu-Ja
Department of Speech & Language Pathology.
Graduate School of Chosun University
The purpose of this study was to know whether there are significant differences on morphological awareness of connective endings between poor and good readers and to verify how the ability of morphological awareness influences on literacy skills.
The participants were poor readers in first and second grades(7 first grade, 8 second grade) and good readers in first and second grades(7 first grade, 8 second grade). All of the participants were administered KISE-BAAT, K-CTONI-2 and morphological awareness tasks of connective endings made in this study.
The findings of this study are as follows :
First, data showed significant differences between the average scores on the morphological awareness task of poor readers and good readers. There might be several possible reasons for the differences such as faulty meta-cognitive skills, limited vocabulary, difficulties of reading, and learned helplessness.
Second, the performance on the morphological awareness task of connective endings was significantly correlated with the performance of reading tasks, including subtests of word reading and sentence completion.
The findings of study showed that speech language pathologists and special education teachers should consider morphological awareness skills when they
evaluate literacy abilities and establish literacy goals into their service program
This study focuses on only connective endings among many morphological markers, thus further research is needed on morphological awareness skills of other grammatical morphemes. Links between morphological awareness and vocabulary skills should also be more investigated.
목차
목 차Ⅰ. 서론 ············································· 11. 연구필요성 및 목적 ··································· 12. 연구문제 ··············································· 33. 용어정의 ··············································· 31) 형태인식 ················································ 32) 연결어미 ················································ 43) 읽기부진아동 ··········································· 44) 단어 읽기(Word reading) ····························· 5Ⅱ. 이론적 배경 ···································· 61. 연결어미의 발달과 특성 ······························ 61) 연결어미의 발달 ········································ 62) 일반아동과 다문화 및 장애아동의 연결어미 발달 비교 ··························································· 73) 연결어미 의미관계 및 특징 ··························· 102. 형태인식과 읽기······································· 121) 형태소와 형태인식 ····································· 122) 형태인식과 읽기와의 관계 ····························· 143) 읽기부진아동의 형태인식특성 ························· 16Ⅲ. 연구방법 ······································· 201. 연구대상 ·············································· 202. 연구설계 ·············································· 213. 연구도구··············································· 211) 기초학력검사(KISE-BAAT) ·························· 212) 한국 비언어 지능검사(K-CTONI-2) ···················· 223) 연결어미 형태인식검사································· 224. 형태인식검사 제작과정 ······························ 241) 어휘 및 문항선정 ······································ 242) 검사형식선정 ··········································· 253) 내용타당도 ············································· 265. 연구절차 ·············································· 271) 자료수집 ················································ 272) 검사절차 ················································ 273) 자료통계처리 ··········································· 284) 신뢰도 ·················································· 28Ⅳ. 연구 결과 ····································· 291. 집단 간 연결어미 형태인식검사 차이··············· 292. 읽기검사점수와 연결어미 형태인식 점수와의 상관관계 ·············································· 311) 연결어미 형태인식검사 점수와 읽기검사 하위영역 점수간의 상관관계 ··································· 312) 읽기검사 점수와 연결어미 형태인식검사 하위유형 점수간의 상관관계 ··································· 33Ⅴ. 논의 및 결론 ·································· 361. 집단 간 연결어미 형태인식의 차이·················· 362. 연결어미 형태인식과 읽기와의 관계················· 403. 제한점 및 제언 ······································· 41참고문헌 ························································ 43부록 ····························································· 52
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