데이터기반개별화(DBI) 한글파닉스 교수가 초등학교 지적장애 학생의 읽기 성취도에 미치는 효과

Abstract

The purpose of this study was to examine the effects of Data-Based Individualized(DBI) Hangul phonics instruction has on reading achievement(Hangul reading, alphabet knowledge and decoding). Three elementary students with intellectual disabilities in grades 3 to 5 participated in this study furthermore a multi-probe design across participants was used to investigate the effects of both the intervention and maintenance. A researcher provided a DBI hangul phonics program to the student participants 3 times per week, 30 minutes per day a total of 20 to 38 sessions was delivered to the students. Researcher-developed hangul CBM measures were used consistently across baseline, intervention, and maintenance phases in addition standardized tests on alphabet knowledge and decoding were used before and after the intervention. The results of this study showed that the level of hangul reading of the students was improved at the intervention phase compared to its level at the baseline phase, and the effects were maintained after the phase was completed. In addition, post-test scores on alphabet knowledge and decoding were higher than the pre-test scores. However, the degree of improvement of decoding was varied across individual students. These results imply the positive effects of using DBI hangul phonics instruction to enhance reading achievement of elementary school students with intellectual disabilities. Based on the findings-discussion, limitations and suggestions for future research were suggested.