Effects of Dynamic Response to Intervention Model on Reading Disability Diagnostic Rate -Application of the phonics program combining phonological awareness for 7-year-olds -

Abstract

본 연구에서는 역동적 중재반응모델이 읽기학습장애 진단율에 미치는 영향을 알아보고자 하였다. 이를 위해 7세 유아 69명을 대상으로 선별검사를 실시하여 일반 50명, 읽기학습장애 위험군 19명을 분류하고, 이 중 읽기학습장애 위험군은 실험집단(10명)과 비교집단(9명)으로 나누었다. 일반아동과 읽기학습장애 위험군 비교집단은 1단계(Tier 1) 중재에 배치되었고, 읽기학습장애 위험군 실험집단은 1단계 중재(Tier 1)와 즉각적인 3단계(Tier 3) 중재를 동시에 받도록 하였다. 이 후, 연구 대상자가 초등학교 1학년이 된 후 추적 검사를 실시하여 역동적 중재반응모델 적용 여부에 따른 읽기학습장애 진단율의 차이를 살펴보았다. 그 결과, 역동적 중재반응모델을 적용한 읽기학습장애 위험군 실험집단이 읽기학습장애 진단율에 있어서 초기 읽기학습장애 위험군으로 선별된 인원 대비, 비교 집단에 비해 낮은 비율을 나타내었다.In this study, the dynamic response to intervention model was designed to find out the impact on the diagnostic rate of the reading learning disability. 69 seven-year-olds were screened for this purpose, and classified into 50 general children and 19 at risk for reading disabilites, among them, at risk for reading disabilites was divided into a experimental group of 10 and a comparison group 9. The average child and the comparative groups of at risk for reading disabilities were placed in Phase 1 (Tier 1) arbitration, while the experimental group of at risk for reading disabilities was required to receive both Phase 1 and Phase 3 interventions at the same time. Afterwards, the study subjects conducted a follow-up test after the first grade in elementary school to examine the difference in the diagnostic rate of the reading disability due to the applicability of the dynamic response to intervention model. As a result, groups of at risk for reading disabilities with dynamic response to intervention models showed lower ratios than comparison groups for those selected as early groups of at risk for reading disabilities.