This study was designed to develop a program for the training of a phoneme analysis aimed at improvingunderachieved children’s basic learning skills and to verify its effectiveness through the evaluation ofmemory ability. To investigate effects of phonemes analysis training on improvement of memory andworking memory for children with learning disability, 31 children in the 4th and 5th grade of elementaryschool in G province were selected in this study. Experimental group was organized by selecting childrenwith underachievement and control group was made from general children. The experimental group wastrained for 12 weeks - one session each week, 12 sessions in total. Measurements before and after thetraining was compared. A series of repeated measure variance analysis revealed that there was thesignificant treatment condition*time interaction effect for SVLT-C and 8 measure values of the subtest fordigit span. Also, three scales such as implementation3, recall, total learning quantity showed significantincrease in experimental group. This implies that memory ability of children with underachievementsignificantly improved by the program. But working memory was not improved. Finally, limitations andimplications of this study, and suggestions for further studies were discussed.
강연욱 (2003). 아동용 언어기억검사의 제작과표준화 연구. 한국심리학회지: 임상, 22(2), 435-448.
강재정 (2008). 인지기능 향상 집단 프로그램의효과. 서울여자대학교 특수치료전문대학원, 석사학위논문.
강옥려 (2002). 학습장애 아동과 학습부진 아동 간의 유사성과 차이점에 대한 고찰. 정서․학습장애연구, 18(3), 133-150.
곽금주, 박혜원, 김청택 (2001). K-WISC-III(한국 웩슬러 아동 지능검사). 서울: 도서출판 특수교육.
고창준 (1988). 특수 학급 아동의 종합 평가에관한 연구. 연세대학교 의과대학 부설장애아동연구소 논문집, 5-17.
김동일, 이대식, 신종호 (2009). 학습장애아동의이해와 교육. 서울: 학지사.
김선옥 (2003). 음운자각과 초기읽기. 한국심리학회지: 일반, 22(1), 19-43.
김정기, 강연욱 (1999). K-CVLT: 신경심리학적기억검사(성인용). 서울: 특수교육
김재복, 송용의, 윤기옥 (1987). Bruce, Joyce, Mar놈 Weil 교수모형. 서울: 형설출판사.
김애화 (2006). 수학 학습장애 위험학생 조기선별검사 개발: 교육과정중심측정 원리를 반영한 수감각검사. 특수교육학연구, 40(4), 103-133.
박광배 (2003). 변량분석사용의 잘못된 관행. 한국심리학회지 임상, 20(2), 179-194.
박성옥, 김윤희 (2010). 영재아의 실행기능 향상을 위한 게임놀이프로그램 효과. 영재와영재교육, 9(3), 139-161.
박영아, 최경숙 (2007). 아동의 기억책략 사용의 효율성과 메타기억의 관계. 인간발달연구, 14(2), 1-27.
변찬석 (2002). 이론적 모델에 따른 학습장애중재. 난청과 언어장애 연구, 25(1), 119-130.
변찬석, 김길순 (2008). 음운인식 훈련이 학습장애아의 단어재인에 미치는 효과. 특수교육저널: 이론과 실천, 9(3), 331-351.
송종용 (1999). 한글 읽기장애 아동의 작업기억특성. 서울대학교 대학원, 박사학위논문.
송찬원 (2011). 읽기학습장애아동 및 일반아동의 신경심리적 작업기억 특성 비교: 아동용 Rey-Kim 기억검사를 중심으로. 학습장애연구, 8(2), 87-107.
신세호 (1979). 학습부진학생에 대한 이론적 고찰. 서울: 한국교육개발원.
아울북 초등교육연구소 (2008). 초등교과서 단어의 비밀. 서울: 아울북.
오경자 (1988). 학습 장애아의 인지 특성 분석. 연세대학교 의과대학 부설 장애아동연구소논문집, 36-42.
윤혜경 (1997). 아동의 한글 읽기발달에 관한 연구: 자소-음소 대응 규칙의 터득을 중심으로. 부산대학교, 박사학위논문.
윤혜경, 이종구, 정현희, 이종한 (2001). 국어학습진단도구의 타당화 연구. 한국심리학회2001년도 연차학술대회 발표논문집. 114-120.
이기선, 우남희 (1995). 학습부진아와 학습 평균아의 초인지적 문제해결 과정 비교 연구. 한국아동학회지, 16(1), 133-146.
이대식, 최종근, 전윤희, 김연진 (2007). 수학기초학습부진학생 집단의 특징 연구. 아시아교육연구, 8(1), 93-130.
이대식, 남미란, 김양주, 류경우 (2010). 학습부진 유형 진단검사의 개발 및 타당화. 학습장애연구, 7(3), 19-41.
이윤영 (2004). 학습부진아를 위한 인지행동 집단프로그램의 효과. 명지대학교 일반대학원, 석사학위 논문.
이철기 (2002). 멀티미디어를 활용한 언어학습이학습부진아의 읽기 및 쓰기에 미치는 영향. 동아대학교 교육대학원, 석사학위논문.
정대영 (1998). 학습장애 개념․분류․진단. 대한소아학회지, 4(2), 8-15.
최영환 (2006). 기적의 받아쓰기. 서울: 길벗스쿨.
최세민 (2011). 작업기억 활성화 훈련이 학습장애아동의 어휘습득과 언어과제수행 및자기효능감에 미치는 영향. 학습장애연구, 8(2), 31-46.
홍성인, 전세일, 배소영, 이익환 (2002). 한국아동의 음운인식발달. 언어청각장애연구, 7(1), 49-64.
Algozzine, B. (1985). Lower achiever differentiation:Where's the beef? Exceptional Children, 52, 72-75.
American Psychological Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, Dc: Author.
American Psychological Association (2013). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, Dc: Author.
Baddeley, A. D. (2006). Working memory: An overview. In S. J. Pickering & G. Phye (Eds.), Working memory and education (pp.1-53). New York: Academic Press.
Barnes, C. A. (1979). Memory deficits associated with senescence: a neurophysiological and behavioral study in the rat. Journal of Comprehensive Physiological Psychology, 93, 74-104.
Broca, P. (1879). Anatomie comparee circonvolutions cerebrales, Review of Anthropology, 1, 387-498.
Blevins, W. (1997). Phonemic Awareness Activities for early reading success. Professional Books.
Clements, S. D. (1966). Minimal brain dysfunction in children. (NINDS Monograph Mo. 3, U. S. Public Health Service Publication No. 1415). Washington, DC: U.S. Government Printing Office.
Cormier, T. R., & Biorklund, D. F. (1997). Age differences in, and consequences of, mulfiple and variable strategy use on a multitial sort-recall task. Developmental Psychology, 33, 372-380.
Delis, D. C., Kramer. J. H., Kaplan. E., & Ober, B. A. (1987). The Clifornia Verbal Learning Test-Research edition. New York, NY:Psychological Corporation.
Delis, D. C., Kramer. J. H., Kaplan. E., & Ober, B. A. (1994). The Clifornia Verbal Learning Test-Children's version. New York, NY:Psychological Corporation.
Delis, D. C., Kramer. J. H., Kaplan. E., & Ober, B. A. (2000). The Clifornia Verbal Learning Test-Second edition (CVLT-Ⅱ). New York, NY:Psychological Corporation.
Ehri, L. C. (1996). Development of the ability to read words. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume Ⅱ (pp.383-417). Mahwah, NJ: Erlbaum.
Erikson, Erik. (1950). Childhood and Sociaety. New York: W.W. Norton.
Gary, M., & Foltz, T. (1991). Children-how they grow: elementary school children ages 6 to 8. University of Missouri-Columbia.
Gathercole, S. E., & Alloway, T. P. (2006). Short-term and working memory impairments in nero-developmental disorders: Diagnosis and remedial support. Jourmal of Child Psychology &Psychiatry. 47, 4-15.
Hallahan, D. P., & Kauffman, J. M., & Lloyd, J. W. (1999). Introduction to learning disabilities. Needham Heights, Massachusetts: Allyn &Bacon.
Hulme, C., & Snowling, M. (1992). Phonological deficit in dyslexia: A sound reappraisal of the verbal deficit hypothesis. In N. N. Sin & I. I. Beale (Eds.), Learning disabilities: Nature, theory, and treatment (pp.270-301). New York:Springer-Verlag.
Jarvis, P. (1987). Adult learning in the social context, London: Croom Helm.
Kaplan, E. (1983). Process and achievement revisited. In S. Wapner & B. Kaplan (Eds.), Toward a holistic developmental psychology. Hillsdale, N.J.: Erlbaum.
Lerner, J. W. (1997). Learning Disabilities: Theories, Diagnosis, and Teaching Strategies(7th Ed). NewYork: Houghton Mifflin Co.
Mann, L. (1979). On the trail of process. New York:Grune & Stratton.
McCarthy, J. J., & Kirk, S. A. (1961). Illinois Test of Psycholinguistic Abilities: Experimental edition. Urbana, IL: University of Illinois Press.
Mercer, C. D. (1992). Students with learning disabilities (4th ed.). New York: Merrill Publishing Co.
Montague, M., & Applegate, B. (1993). Middle school students mathematical problem solving:An analysis of think-aloud protocols. Learning Disability Quarterly, 16, 19-32.
Pennington, B. F., Groisser, D., & Welsh, M. C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29, 511-523.
Rey, A. (1941). L'examen psychologique dans lescas d'encephalopathie traumaticque. Archives de psychologie, 28, 286-340.
Rumsey, J. M. (1996). Neuroimaging in developmental dyslexia: A review and conceptualization. In C.R. Lyod & J. M. Rumsey (Eds.), Neuroimaging (pp.53-56). Baltimore, Maryland: Brookes.
Shaywitz, B., Feltcher, J., Holahan, J., & Shaywitz, S. (1992). Discrepancy compared to low achievement definitions of reading disability:Results from the connecticut longitudinal study. Journal of Learning Disabilities, 25, 639-648.
Small, R. (2000). Motivation in instructional design. Teacher Librarian, 27(5), 29-31.
Strauss, A. A., & Lehtinen, L. E. (1947). Psychopathology and education of the brain-injured child. New York: Gruen & Stratton.
Swanson, H. L. (1993). Working Memory in learning disability subgroups. Journal of Experimental Child Psychology, 56, 87-114.
Swanson, H. L. (1994). Short-term memory and working memory: Do both contribute to our understanding of academic achievement n children and adults with learning disabilities? Journal of Learning Disabilities, 27, 34-50.
Swanson, H. L., & Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers:Does the executive system have a role? Intelligence, 28, 1-30.
U. S. Department of Education (1993). Fifteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
U. S. Office of Education (1977). Assistance ti states for education of handicapped children:procedures for evaluating specific learning disabilities. Federal Register, 42(250), 65082-65085.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Wechsler, D. (1991). Wechsler Intelligence Scale for Children-Third Edition. San Antonio, TX: The Psychological Corporation.
Wiederholt, J. L. (1974). Historical Perspective on the education of the learning disabilities. In L. Mann & D. A. Sabatino (Eds.) The second review of special education (pp.103-152). Texas:PRO-ED.
Yeates, K. O., Entile, B. G., Loss, N., Blumenstein, E., & Delis, D. (1995). Verbal learning and memory in children with myelomeningocele. Journal of Pediatric Psychology, 20, 801-815.
Ysseldyke, J. E., Algozzine, B., Shinn, M. R., & McGue, M. (1982). Similarities and differences between low achievers and students labeled learning disabled. The Journal of Special Education, 16, 73-85.