@article{ART001153121},
author={안정애},
title={Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2006},
volume={7},
number={1},
pages={311-329}
TY - JOUR
AU - 안정애
TI - Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies
JO - Journal of Special Education: Theory and Practice
PY - 2006
VL - 7
IS - 1
PB - Research Institute of the Korea Special Education
SP - 311
EP - 329
SN - 1598-060X
AB - The purpose of present study was to review the definitions and concepts adapted by the different investigators and the criteria and instruments used for identifying the children with learning disability in reading in the Korean research articles. The 44 articles published between 1994 and 2006 were obtained through the data bank of the Korean Congress Library and the RISS-4U of the Korea Academic Research and Information Center and analysed. The following results were obtained.
1. In 30(68.2%) among the total 44 articles, the investigators used more than one of the following criteria, reading achievement test score(86.7%), IQ(76.7%), the exclusion criteria(53.1%), the selection rating scale(13.3), reading test(13.3%), and the special education criteria(3.1%) to operationally define learning disability in reading. The most frequently used criteria was the agreement among the 3 areas, the reading achievement test score, IQ, and the exclusion criteria(53%).
2. The 41(93.18%) studies provided informations regarding what kinds of criteria they used for identifying the children. And both the Korean language achievement test and the comprehension-word recognition test among others were the most frequently used as the primary selection tools(68.3%) and the tests were mainly administered by the classroom teachers(67.7%).
3. All of the studies reviewed in the present study provided informations on their diagnostic processes and the areas they searched were, the reading ability(95.5%), intellectual functioning 93.2%), and the exclusion criteria(50%). It was also, found that 52.3% of the studies applied the 3-step diagnostic method. In the diagnostic processes IQ test(97.7%) and the primary academic skill test(90.9%) were the most frequently adapted tools.
KW - learning disability;reading disability;diagnostic processes;diagnostic method
DO -
UR -
ER -
안정애. (2006). Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies. Journal of Special Education: Theory and Practice, 7(1), 311-329.
안정애. 2006, "Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies", Journal of Special Education: Theory and Practice, vol.7, no.1 pp.311-329.
안정애 "Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies" Journal of Special Education: Theory and Practice 7.1 pp.311-329 (2006) : 311.
안정애. Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies. 2006; 7(1), 311-329.
안정애. "Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies" Journal of Special Education: Theory and Practice 7, no.1 (2006) : 311-329.
안정애. Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies. Journal of Special Education: Theory and Practice, 7(1), 311-329.
안정애. Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies. Journal of Special Education: Theory and Practice. 2006; 7(1) 311-329.
안정애. Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies. 2006; 7(1), 311-329.
안정애. "Review of Criteria for Identification of the Children with Learning Disability in Reading in Korean Studies" Journal of Special Education: Theory and Practice 7, no.1 (2006) : 311-329.
