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Overall Characteristics and Learning Support Needs of Elementary School Students with Reading Difficulties Recognized by Parents and Teachers

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2023, 24(2), pp.135-166
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 12, 2023
  • Accepted : June 13, 2023
  • Published : June 30, 2023

Kim, Dongil 1 Yeonjae Lee 1 Song, Pureum 1 Kim, Heeeun 2

1서울대학교
2위덕대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to provide implications for the direction of educational support by analyzing the overall characteristics and learning support needs of elementary school students with reading difficulties recognized by parents and teachers. [Method] The purpose and direction of the study were explained to parents and homeroom teachers of 60 elementary school students with reading difficulties who participated in a reading intervention program. Among them, 53 parents and 41 teachers agreed to participate and researchers conducted one-on-one interviews regarding students' characteristics and learning support needs. A total of 484 statements were collected, and four researchers conducted qualitative analysis via the triangular verification method. [Results] Six major clusters, 14 themes, and 38 sub-themes were analyzed. The main themes were “developmental information,” “academic characteristics,” “cognitive characteristics,” “emotional and behavioral characteristics,” “social characteristics,” and “learning support needs.” Developmental information involved diagnosis, developmental differences with siblings, and onset of reading difficulties, while academic characteristics involved reading achievement and other subject achievement. Cognitive characteristics included concentration, comprehension, and learning interest. Emotional and behavioral characteristics included emotional characteristics and personality traits. Social characteristics included family and peer relationships. Learning support needs included the required support areas and instruction requirements. [Conclusion] The results were compared and analyzed with the results of previous studies, and future educational support directions were discussed based on the characteristics and learning support needs reported by parents and teachers.

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This paper was written with support from the National Research Foundation of Korea.