원격 음운변동중재가 읽기부진학생의 단어인지와 읽기유창성에 미치는 효과

Abstract

Purpose: Communication technology and electronic devices are developing rapidly, and as many students have experienced remote education since COVID-19, the interest in the necessity and effects of telepractice has also grown in the field of speech-language pathology. Accordingly, this study aimed to investigate the effectiveness of telepractice for poor readers. Method: The subjects of the study were three 2nd-3rd grade students with poor reading. They were able to read words using the phonics principle but had difficulty reading words adapted to phonological processes. For these subjects, phonological processing intervention was conducted for 4 types of 7 coda rule, lenition, tensification, and aspiration. Both intervention and evaluation were conducted remotely using ZOOM. An intermittent multiple baseline design was applied to determine whether remote phonological processing intervention had a positive effect on the word identification of poor readers, and a pre-post design was applied to confirm improvements in reading fluency. Results: Results indicate that, following remote phonological processing intervention, all students demonstrated improvements in word identification scores compared to the baseline. Furthermore, their reading fluency scores exhibited enhancement in the post-test compared to the pre-test. Conclusion: In conclusion, the study demonstrates the effectiveness of remote phonological processing intervention for poor readers. We explored models and directions for future telepractice.