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
- 2017
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이 논문의 연구 히스토리 (3)
2017
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초록· 키워드
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This study investigated the effects of phonological awareness intervention on phonological awareness ability and improvement of articulation of infants with hearing impairment.
The subjects of the study were selected as three 3 year old students attending school for the hearing impaired. In order to investigate the phonological awareness ability of children with hearing impairment, task level assessment was conducted at syllable level and each task types consisted of synthesis, omission, and substitution. To evaluate the phonological awareness ability, a phonological awareness ability evaluation paper was constructed and evaluated.
The results of the study are as follows.
First, we found that the phonological awareness of children with hearing impairment improved overall. At the syllable level, synthesis, omission, and substitution were all improved, and in the order of synthesis, omission, and substitution. However, in the case of substitution, whilst in some the concept of substitution could be understood and performed according to language ability, there were also infants, but there were infants who did not understand the concept of substitution and did not perform.
Second, it was confirmed that the articulation errors of the children with hearing impairment improved. The improvement was not to the same extent as in the study of general infants. but, it was confirmed that the phonological awareness intervention helped to improve the articulation error of children with hearing impairment. These results show that phonological awareness intervention is effective for children with hearing impairment and that phonological awareness education is necessary.
The subjects of the study were selected as three 3 year old students attending school for the hearing impaired. In order to investigate the phonological awareness ability of children with hearing impairment, task level assessment was conducted at syllable level and each task types consisted of synthesis, omission, and substitution. To evaluate the phonological awareness ability, a phonological awareness ability evaluation paper was constructed and evaluated.
The results of the study are as follows.
First, we found that the phonological awareness of children with hearing impairment improved overall. At the syllable level, synthesis, omission, and substitution were all improved, and in the order of synthesis, omission, and substitution. However, in the case of substitution, whilst in some the concept of substitution could be understood and performed according to language ability, there were also infants, but there were infants who did not understand the concept of substitution and did not perform.
Second, it was confirmed that the articulation errors of the children with hearing impairment improved. The improvement was not to the same extent as in the study of general infants. but, it was confirmed that the phonological awareness intervention helped to improve the articulation error of children with hearing impairment. These results show that phonological awareness intervention is effective for children with hearing impairment and that phonological awareness education is necessary.
목차
Ⅰ. 서론1. 연구의 필요성2. 연구 문제Ⅱ. 이론적 배경1. 음운인식과 음운인식 중재1) 음운인식2) 음운인식 중재2. 청각장애유아의 음운인식 능력 발달3. 청각장애 유아의 조음특성Ⅲ. 연구 방법1. 연구 대상1) 선정 기준2) 대상유아 특성2. 평가 도구1) 언어발달 수준의 평가2) 자음정확도 및 음운변동 평가3) 음운인식 평가3. 연구 설계 및 절차1) 기초선 단계2) 중재 단계3) 유지 단계4. 자료처리Ⅳ. 연구결과1. 음운인식 능력 변화1) 전반적인 음운인식 능력 변화2) 과제 유형별 음운인식 능력 변화3) 합성4) 생략5) 대치2. 조음오류의 변화1) 자음정확도 변화2) 음운변동변화Ⅴ. 논의1. 음운인식 중재가 음운인식 능력에 미치는 영향1) 연구방법에 대한 논의2) 연구결과에 대한 논의2. 음운인식 중재가 조음오류 개선에 미치는 영향Ⅵ. 결론 및 제언1. 결론2. 제언참고문헌ABSTRACT<부록 1> 연구동의서<부록 2> 음운인식 중재 프로그램의 예시<부록 3> 음운인식 중재 단계별 구성내용<부록 4> 음운인식 평가내용
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