읽기곤란 초등학생의 하위 유형별 어휘 중재 효과

Abstract

The purpose of this study is to explore the heterogeneity of subtypes among elementary school students with reading difficulties and to determine the effects of the vocabulary intervention program. The participants of the study were 200 students from S city in Gyeonggi-do, who participated in the 'Saerabaeum' reading intervention program, a cooperative educational project between S University and S city from 2021 to 2023. A universal screening test was conducted on 4,747 students in grades 3-5 of elementary schools participating in the project over three years, from which 200 students with reading difficulties were selected. Tier 2 level small group reading interventions were provided, and the heterogeneity of subtypes was identified using Latent Profile Analysis (LPA). In addition, to assess the effect of the vocabulary instruction over time, hierarchical linear modeling (HLM) was utilized based on the scores of five vocabulary tests including pre-tests, 1st through 3rd progress monitoring tests, and post-tests for 85 students who received vocabulary instruction. Finally, the baseline scores and slopes of progress for students who received individual vocabulary intervention at the Tier 3 level and those who received small group vocabulary intervention at the Tier 2 level were plotted using graphs functions in the Excel. The discussion and significance of each research result suggest effective vocabulary intervention methods and models for students struggling with reading.