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.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 최상배
- 발행연도
- 2020
- 저작권
- 공주대학교 논문은 저작권에 의해 보호받습니다.
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초록· 키워드
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The purpose of this study is to research the effects of Story grammar and use of cohesive devices when the dialogic reading intervention is used to each of 3 children with intellectual disabilities.
Children with intellectual disabilities have difficulties in creating or interacting with structured and cohesive stories due to a lack of verbal skills about social knowledge, including communication skills. These difficulties also affect the formation and maintenance of relationships with other people in daily life. Books are often used as mediums for the development of these story, among these mediums, this study used a linguistic interaction program called ''dialogic reading'' developed as an intervention.
As a result, the accuracy of cohesive devices increased for all three children, and when the number of use of the cohesive devices by sub type was examined, child 1 showed a reduced graph, and child 2 showed the graph in which all the subtypes maintained or improved. Child 3, the post-test showed that both the number of correct use and the number of incorrect use were increased as a result of post test.
When the change in the story grammar memory rate is investigated, 3 children show the increase in the story grammar memory rate, and the memory rate for all subtypes of the story was increased. These results describe the interactive reading intervention can show the same effect when the researcher applies it to children with intellectual disabilities for intervention.
Children with intellectual disabilities have difficulties in creating or interacting with structured and cohesive stories due to a lack of verbal skills about social knowledge, including communication skills. These difficulties also affect the formation and maintenance of relationships with other people in daily life. Books are often used as mediums for the development of these story, among these mediums, this study used a linguistic interaction program called ''dialogic reading'' developed as an intervention.
As a result, the accuracy of cohesive devices increased for all three children, and when the number of use of the cohesive devices by sub type was examined, child 1 showed a reduced graph, and child 2 showed the graph in which all the subtypes maintained or improved. Child 3, the post-test showed that both the number of correct use and the number of incorrect use were increased as a result of post test.
When the change in the story grammar memory rate is investigated, 3 children show the increase in the story grammar memory rate, and the memory rate for all subtypes of the story was increased. These results describe the interactive reading intervention can show the same effect when the researcher applies it to children with intellectual disabilities for intervention.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 연구 문제 63. 용어 정의 6Ⅱ. 이론적 배경 81. 지적장애 아동의 특성 82. 학령기 아동의 이야기 발달 103. 대화식 책읽기 15Ⅲ. 연구방법 191. 연구대상 192. 연구도구 213. 연구절차 224. 연구설계 285. 신뢰도 측정 28Ⅳ. 연구결과 291. 결속표지 사용의 변화 292. 이야기 문법 변화 36Ⅴ. 논의 441. 결속표지 사용 442. 이야기 문법 46Ⅵ. 결론 및 제언 491. 결론 492. 제언 50참고문헌 51ABSTRACT 57부록 59
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