• 말소리와 음성과학
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• 제6권2호
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• pp.65-71
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• 2014

The purpose of this study was to investigate whether young children with cleft palate differ from those of noncleft typically developing children in terms of expressive vocabulary size, phonological characteristics and lexical selectivity. A total of 12 children with cleft palate and 12 noncleft children who were matched by age and gender participated in the study. The groups were compared by size of expressive vocabulary reported on Korean version of MacArthur-Bates Communicative Development Inventories and the number of different words, consonant inventory, the percentage of words beginning with obstruents and vowels, nasal, and glottal sounds, and the percentage of words which do not include obstruents in a language sample. Also, correlation analysis were performed to examine the relationship between measures on size of expressive vocabulary and phonological characteristics. The results showed that expressive vocabulary size and consonant inventory for children with cleft palate produced significantly smaller than those for noncleft children. Children with cleft palate produced significantly more words beginning with vowel or which do not include obstruents, and fewer words beginning with obstruents than noncleft children. The two groups showed different results on significant correlations between measures on size of expressive vocabulary and phonological characteristics indicating that children with cleft palate show different lexical selectivity from their noncleft peers. The results suggest that children with cleft palate aged 18-30 months demonstrate a slower rate of lexical and phonological development compared with their noncleft peers and they develop lexical selectivity reflecting cleft palate speech. The results will have a clinical implication on speech-language intervention for young children with cleft palates.

• 한국자연치유학회지
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• 제10권1호
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• pp.48-55
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• 2021

목적: 지적장애인은 수용어휘와 표현어휘의 사용에 취약하다. 본 연구의 목적은 시설거주 성인 지적장애인에게 그림동화를 활용하여 읽기 교육을 지도한 후에 수용어휘와 표현어휘에 미치는 영향을 조사하는 것이었다. 방법: 연구대상은 거주시설에서 거주하는 20~40세미만의성인지적장애인 12명이다. 이들은 중재집단 6명과통제집단 6명으로나누어서 매회기 당 60분씩 총 12회기로 그림동화를 활용한 읽기 지도를 중재하였다. 결과: 그림동화를 활용한 읽기 활동을 시행한 중재집단에서는 수용어휘의 사용이 유의하게 향상되었고, 표현어휘의 활용도 유의하게 향상되었다. 통제집단에서는 모두 유의한 결과가 나타나지 아니했다. 결론: 본 연구는 장애인을 대상으로 그림동화를 활용한 읽기를 지도한 후에는 수용어휘와 표현어휘의 활용이 향상되는 효과가 있었다. 이 결과는 이 분야의 연구에 기초가 되리라 평가한다.

• 한국보육지원학회지
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• 제12권1호
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• pp.1-17
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• 2016

본 연구에서는 걸음마기 영아의 기질과 어머니 양육행동이 영아의 어휘력 발달에 미치는 영향력을 살펴보고자 하였다. 연구대상은 전라북도 I시에 위치한 47개 어린이집의 18~24개월 영아 299명과 어머니이다. 연구결과 첫째, 영아의 기질과 어휘력의 관계를 기질의 구성차원별로 살펴보면, 접근-회피와 적응성, 기분은 이해 및 표현어휘와 부적 상관관계를 보였고, 반응강도는 이해어휘와 정적 상관관계를 보였다. 둘째, 어머니의 양육행동과 어휘력의 관계를 어머니 양육행동의 하위요인별로 살펴보면, 교수적 양육행동과 긍정한계선 설정 양육행동은 이해 및 표현어휘와 정적 상관관계를 보였다. 셋째, 영아의 어휘력 발달에 대한 영아의 기질과 어머니 양육행동을 영향력을 알아본 결과, 이해어휘에 대해서는 접근-회피의 설명력이 가장 높았고, 다음은 교수적 양육행동, 반응강도, 기분의 순으로 설명력이 나타났다. 표현어휘에 대해서는 교수적 양육행동의 설명력이 가장 높았고, 기분, 반응강도, 활동성 순으로 설명력이 나타났다. 영아 어휘력 발달에 있어서 이해어휘는 영아의 기질인 접근-회피가, 표현어휘는 어머니 양육행동인 교수적 양육행동의 영향력이 가장 큰 변임임이 밝혀져, 어머니는 영아의 이해어휘 발달을 위해 기질에 적합한 상호작용과 표현어휘 발달을 위해 사물과 사건의 특성에 대해 말로 표현해 주는 양육행동을 하여야겠다.

• 재활치료과학
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• 제8권3호
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• pp.83-95
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• 2019

목적: 본 연구는 자폐범주성장애아동을 대상으로 한 파워카드 전략이 이들의 수용어휘 및 표현어휘 향상에 미치는 효과에 대하여 알아보고자 실시하였다. 연구방법: 연구 참여 대상자는 3명의 학령기 자폐범주성장애아동을 선별하였으며, 대상자 간 중다기초선설계를 적용하여 파워카드 전략 언어 중재를 시행하였다. 대상자 개별 선호캐릭터를 조사하여 목표어휘를 선정하고 파워카드를 제작하여 기초선 단계, 중재 단계, 유지 단계를 거쳐 어휘력 향상을 위한 중재를 적용하였다. 결과: 파워카드 전략의 적용으로 자폐범주성장애아동의 수용어휘 습득률이 증가하였고, 표현어휘 습득률 역시 향상되는 결과가 나타났다. 결론: 자폐범주성장애아동이 선호하는 캐릭터를 조사하여 각 대상 아동에게 적합한 파워카드 전략을 계획하고 적용함으로써 대상 아동들에게는 강한 동기가 형성되고, 반복적이고 체계적 반복 연습을 통하여 중재 기간 대상 아동의 수용어휘 습득률 및 표현어휘 습득률이 향상되었으며 중재 이후 유지 단계에서도 습득률이 유지되었음을 알 수 있었다. 이는 파워카드 전략이 학령기로 접어든 자폐범주장애아동의 어휘 향상에 효과적인 것으로 나타났다.

• 아동학회지
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• 제27권6호
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• pp.217-234
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• 2006

This study examined variability of gestures and their correlation with vocabulary acquisition in the communication of infants. Subjects were 96 infants, 7 to 24 months of age, residing in Seoul and its vicinity. Instruments were the Communication and Symbolic Behavior Scales (Iverson, et al., 1999) and the MacAuther Communicative Development Inventory-Korean (Bae and Lim, 2002). Data were analyzed by one-way ANOVA and Pearson's Correlation. Results identified monthly changes in types of communicative gesture used by infants: more deictic at younger and more representational at older ages. Deictic gestures were related to size of the receptive vocabulary and size of the whole vocabulary. Representational gestures were related to acquisition of expressive vocabulary, size of the receptive, and size of the whole vocabulary.

• 아동학회지
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• 제34권3호
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• pp.75-92
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• 2013

This study investigated the differences and relationships between environmental print reading ability, vocabulary, and print concepts of children at ages 3 and 4. The subjects comprised 90 children, who could not read letters. The Children's Reading Ability of Environmental Print Scale(Son, 2012), Receptive and Expressive Vocabulary Test(Kim et al., 2009) and Concepts About Print(Kim & Kim, 2004) were used in this study. The collected data were analyzed using t-test and Pearson's correlations. The results of this study were as follows; in terms of Illiterate Korean children, aged 3 to 4 years, their scores on the environmental print reading tasks were positively correlated with vocabulary and print concepts.

• 대한가정학회지
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• 제50권2호
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• pp.75-84
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• 2012

The purpose of this study was to examine the relationship between infants' turn-taking and vocabulary development during a one-year longitudinal study. Participants of this study included 46 infants who participated in both of the 1st and the 2nd tests. The infants' turn-taking frequencies were observed during mother-infant's free play for 10 minutes. The infants' vocabulary was investigated with MCDI-K for the 1st test and PRES for the 2nd test. The collected data were analyzed using both t-test and Pearson's correlation. The research results were as follows: First, the turn-taking frequencies and vocabulary of infants increased with age groups. Second, there was positive relationship between the turn-taking and the receptive vocabulary in group A at T1. Third, there were significant differences in receptive vocabulary at T1 and expressive vocabulary at T2 among group A according to the infants' turn-taking levels.

• 아동학회지
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• 제31권6호
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• pp.35-50
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• 2010

Joint attention, language development, and the relationship between these two variables were compared in infants from multi-cultural and Korean families. Joint attention was observed in both the Early Social Communication Scale (ESCS) and in infant-mother free play. Language development was evaluated by means of the MacArthur-Bates Communicative Development Inventory-Korean. There were no group differences in initiating and responding to joint attention in ESCS. However, in infant-mother free play, joint attention episodes were less and shorter in duration with infants from multi-cultural families than in Korean infants. The size of both the expressive and receptive vocabulary was also smaller in infants from multi-cultural families than in Korean infants. In terms of Korean infants, mean duration of joint attention episodes in free play showed a significant positive correlation with the size of the expressive vocabulary and initiating joint attention in ESCS also showed a significant positive correlation with the size of receptive vocabulary. However, none of the measures of joint attention indicated a significant relationship with the size of either expressive or receptive vocabulary in infants from multi-cultural families.

• 아동학회지
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• 제30권5호
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• pp.155-165
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• 2009

This study was conducted to identify relationships between toddler-teacher joint attention and toddlers' vocabularies. Toddlers' vocabularies were assessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006); joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). Data were analyzed by means, t-test and Pearson's correlations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint attention was observed most frequently, followed by supported joint attention; coordinated joint attention was closely related to support joint attention. (3) The relationship between toddler-teacher joint attention and toddlers' vocabularies were significant in a positive direction.

• 한국생활과학회지
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• 제19권3호
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• pp.455-469
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• 2010

This study developed and evaluated a school adjustment program for children from multi-cultural families. The program was developed to enhance Korean language ability and adjustment to school for children from multi-cultural backgrounds. 14 preschool children (5 boys and 9 girls) participated in this program. The effect of this program was assessed through a preschool-children's receptive and expressive vocabulary test as well as through a reading ability test. Results showed there was a significant experimental effect (p<.05) in receptive and expressive vocabulary test scores. After the experiment, children showed higher scores in the receptive and expressive vocabulary test than before. Results of the program evaluation revealed this program was helpful for promoting Korean language ability in children and assisted their adjustment to school for children from multi-cultural backgrounds.