한자 형태소를 활용한 파생어 교수가 초등학교 3-4학년 읽기 학습장애학생의 어휘력 신장에 미치는 효과

Purpose: This study attempted to investigate the effect of vocabulary professors using Chinese character morphemes on the vocabulary ability of students with reading disabilities. Method: The study investigated the effect of intervention and maintenance by applying a multi-intermittent baseline design among the subjects to two elementary school 3rd and 4th graders who showed difficulty in vocabulary among students with reading disabilities. The intervention of this study was conducted over 20 sessions, and was conducted 2-3 times a week for about 40 minutes. To evaluate the effectiveness of the intervention, a general vocabulary evaluation was conducted before the start of each session, and a vocabulary formation evaluation was conducted after each session to check whether the learning goal was achieved. Results: First, it was found that students A and B's vocabulary improved compared to the baseline after intervention. Second, it was found that the effect of arbitration was maintained even after the end of the arbitration. Conclusion and Discussion: As a result, it was confirmed that vocabulary professors using Chinese character morphemes are effective in improving the vocabulary of derivatives of students with reading disabilities, and the limitations of this study and the direction of future research are presented through the above research results.