• Clinical and Experimental Pediatrics
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• 제49권4호
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• Journal of information and communication convergence engineering
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• 제21권4호
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• pp.281-286
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• 2023

Diagnosing reading disorders involves complex procedures to evaluate complex cognitive processes. For an accurate diagnosis, a series of tests and evaluations by human experts are required. In this study, we propose a quantitative tool to diagnose reading disorders based on natural reading behaviors using minimal human input. The eye movements of the third- and fourth-grade students were recorded while they read a text at their own pace. Seven machine learning models were used to evaluate the gaze patterns of the words in the presented text and classify the students as normal or having a reading disorder. The accuracy of the machine learning-based diagnosis was measured using the diagnosis by human experts as the ground truth. The highest accuracy of 0.8 was achieved by the support vector machine and random forest classifiers. This result demonstrated that machine learning-based automated diagnosis could substitute for the traditional diagnosis of reading disorders and enable large-scale screening for students at an early age.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.270-273
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• 2007

The purpose of this study was to evaluate the effects of multisensory(AVK: Auditory, Visual and Kinethetic) treatment on reading pronunciation with phonological prcessing - tensification, palatalization, and lateralization for the middle school students with delayed language development caused by mental retarded. Participants were three children with reading pronunciation difficulties in phonological processing. The following conclusions were arrived. First, three children are improved on tensifiication, palatalization, and lateralization by multisensory treatment program. Second, multisensory treatment was effective in facilitating generalization. Three children presented prominent generalization effcects in lateralization. Third, they were found to maintain partially their performance rates of the later phase of the reading with phonological processing intervention three weeks after the termination of the intervention.

• 한국컴퓨터정보학회논문지
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• 제18권4호
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• pp.201-211
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• 2013

본 연구의 목적은 연구 프로그램 적용 이후 ICT를 활용한 총체적 언어접근법의 교육적 효과를 규명하는 데 있다. 특히 읽기이해(세부 내용 이해 및 세부 내용 기억)에 주안점을 둔 읽기 능력에 미치는 영향에 주목한 것이 기존의 다른 연구와 차별성이 있다. 본 연구의 대상은 14~16세의 정신지체 아동이며 본 연구는 단일대상연구방법을 사용하였다. (1) ICT를 활용한 총체적 언어접근법이 세부 내용 이해에 효과가 있는가? (2) ICT를 활용한 총체적 언어접근법이 세부 내용 기억에 효과가 있는가? 그 결과는 다음과 같다. 첫째, ICT를 활용한 총체적 언어접근법은 정신지체아동의 세부 내용 이해 읽기능력을 증진시켰다. 둘째, ICT를 활용한 총체적 언어접근법은 정신지체아동의 세부 내용 기억 읽기능력을 증진시켰다. 셋째, ICT를 활용한 총체적 언어접근법은 중재 종료 이후에도 정신지체아동의 세부 내용 이해 및 세부 내용 기억 읽기능력의 유지에 긍정적 영향을 주었다.

• 말소리와 음성과학
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• 제4권4호
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• pp.129-138
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• 2012

Reading fluency is an important variable in reading comprehension. However, a limited number of studies on reading fluency are available in Korea. The purpose of this study is to review the articles about reading fluency during last 10 years and to present a direction for future research. Forty research papers from the Journal of Learning Disabilities and Language Speech and Hearing Services in Schools were selected from 2002 to 2012. These papers were analyzed in terms of their subjects and research methods. About 64% of the articles focused on typically developing children and children with dyslexia. About 67% of the research consisted of descriptive studies. Based on these results, suggestions were made for future research on reading fluency.

• 말소리와 음성과학
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• 제6권4호
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• pp.181-187
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• 2014

The present study was performed to investigate the characteristics of breath groups while reading paragraph in normal adults and adult patients with voice disorders. 10 normal females(avr. 20.6 yrs.), 10 young voice disorder females(avr. 33.5 yrs., P1 group), and 10 old voice disorder females(avr. 56.3 yrs., P2 group) read a paragraph of 210 syllables. By using the 'Running Speech' program of the Phonatory Aerodynamic System(PAS), total duration, numbers of breath groups, duration per breath group, and numbers of syllables per breath group were measured, and their correlations with aerodynamic measurement results of reading were analyzed. As a result, in total duration, numbers of breath groups, normals scored highest and P2 group speakers, lowest. Normals showed the longest duration per breath group which was not significant. P2 group speakers showed the highest numbers of syllables per breath group. Correlation analysis showed significantly high correlation scores of total duration and expiratory airflow; numbers of breath groups and inspiratory volume.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제35권2호
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• pp.143-149
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• 2024

Objectives: This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. Methods: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. Results: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Conclusion: Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.

• 말소리와 음성과학
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• 제11권3호
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• pp.9-21
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• 2019

본 연구에서는 북한이탈주민집단과 한국인집단의 운율특성을 비교하기 위하여 읽기과제(짧은글, 대화글)에서 3가지 문장 유형(평서문, 의문문, 부정문)에 따른 집단 간 음도범위와 청지각적 평가 결과의 차이가 있는지 살펴보았다. 또한, 북한이탈주민집단의 읽기과제의 3가지 문장 유형('평서문', '의문문', '부정문')의 청지각적 평가 결과와 북한이탈주민집단의 억양 자기평가 설문지의 4가지 하위유형('한국어지향도', '핸디캡정도', '한국어비유사성', '억양불만족정도')과의 상관을 살펴보고자 하였다. 본 연구의 대상자는 북한이탈주민집단 총 15명(여 11, 남 4)과 한국인집단 총 15명(여 11, 남 4)이다. 음향학적 평가에서 집단 간 읽기과제의 문장유형에 따른 차이를 확인하기 위해 삼원분산분석(three-way mixed ANOVA), 다변량분석(multivariate analysis)을 실시하였고, 청지각적 측면에 대한 분석방법으로는 비모수통계인 Mann-Whitney U Test를 사용하였다. 북한이탈주민의 억양자기평가 설문지의 하위유형 4개와 청지각적 평가의 하위유형 6가지('짧은글평서문', '짧은글의문문', '짧은글부정문', '대화글평서문', '대화글의문문', '대화글부정문')의 상관관계를 확인하기 위해 피어슨의 적률상관계수(Pearson's product moment correlation coefficient)를 산출하였다. 그 결과, 읽기과제의 모든 문장유형에서 북한이탈주민집단보다 한국인집단의 음도범위가 유의미하게 컸다. 두 번째로 집단 간 읽기과제에서 3가지 문장유형에 따른 청지각적 평가 결과, 모든 문장 유형에서 한국인집단에 비해 북한이탈주민집단의 청지각적 평가 점수가 유의미하게 낮았으며, '의문문'유형에서 점수가 가장 낮았다. 마지막으로 북한이탈주민집단의 읽기과제의 3가지 문장 유형의 청지각적 평가 결과와 억양자기평가 설문지의 하위유형간의 상관을 살펴본 결과, 설문지의 4가지 하위유형 중 '한국어지향도', '핸디캡정도', '한국어비유사성'과 3가지 문장 유형 중 '의문문'에서 유의한 상관이 나타났다. 따라서 본 연구를 통해, 북한이탈주민집단과 한국인집단의 읽기과제에서의 문장유형에 따른 음성이 청지각적으로, 음향학적으로 차이를 보이고 있음을 알 수 있으며, 한국어를 지향하고, 자신의 억양으로 인한 핸디캡이 높고, 자신의 억양이 한국어와 다르다고 생각하는 북한이탈주민일수록, '의문문'에서 가장 서울말에 가깝게 말하는 것으로 평가되었음을 알 수 있다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.289-293
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• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.

• 음성과학
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• 제12권1호
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• pp.45-51
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• 2005

The purpose of this study is to compare disfluencies and speech rates (overall speech rate and articulation rate) of normal adult speakers who use the standard Korean according to dissimilar speech tasks (story-telling and text-reading). Participants were 100 Korean adult speakers. The results are summarized as follows: First, the most frequent type of disfluency in the story-telling task was 'interjection', whereas that in the text-reading task was 'revision'. Second, the overall speech rates (syllables per second and syllables per minute) showed significant differences depending on the speech tasks. Third, the articulation rates (syllables per second and syllables per minute) showed significant differences depending on the speech tasks.