컴퓨터 중재 읽기교육프로그램이 학습장애아의 읽기능력 향상에 미치는 영향

목차

Ⅰ. 서 론
1. 연구의 의의
2. 연구목적

Ⅱ. 이론적 배경
1. 학습장애아와 CAI효과
2. CAI를 통한 학습장애아의 읽기 이해
3. 읽기학습과 상위인지
4. 작동기억과 읽기지도

Ⅲ. 연구방법
1. 대 상
2. 도 구
3. 절차
4. 자료분석

Ⅳ. 결과 및 고찰
1. 읽기이해의 성취
2. 읽기 상위인지 수준
3. 읽기 작동기억 범위

Ⅴ. 요약 및 결론

본문내용

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The effects of Computer Generated Reading Program to Reading Comprehension,
Metacognition and working memory in Learning Disability
Chan Woong Park· Sang Hoon Lee
(Abstract)
The Purpose of this study was to investigate the effects of computer mediated reading program to reading ability two group of 43 children with learing disabilities were studied the experimental group was trained by computerized text and the control group was trained by traditional paper text the data were analyzed to answer several questions. The questions were to compare ability of reading comprehension reading metacognition, and working memory span between experimental and control group
The conclusions drawn from both the results and sunthethical considerations are as follows: The presentation condition of CAI caused different effects on reading ability of the learning disability children.
The reading comprehension and reading metacognition ability of control group children. But working memory span of experimental group children was lower than that of control group children.

키워드

읽기교육프로그램,   학습장애아,   읽기능력,   컴퓨터 중재,   특수교육,   읽기이해