초록/요약

Purpose : Depth of vocabulary is regarded as a significant factor that affects reading comprehension, which in turn leads to successful reading. The purpose of this study was to examine the effects of vocabulary intervention that focuses on improving the depth of vocabulary on the vocabulary and reading comprehension ability of children with dyslexia. Methods : The participants included 16 students in grades 3 to 6 (8 children with dyslexia, 8 typically developing children matched by chronological age). Their vocabulary (antonym, synonym, inference, fill-in-the-blank) and reading comprehension (comprehension of short passages and long passages) abilities were assessed, and were compared before and after conducting a total of 18 intensive vocabulary interventions that used explicit vocabulary instruction. In particular, the greatest improvements were observed in the task of inference and long passage comprehension. Results : A comparison of performance among groups before the intervention revealed that children with dyslexia showed significantly lower performance than typically developing children in both vocabulary and reading comprehension tasks. After conducting the vocabulary training program, children with dyslexia showed improvements in all tasks except for synonyms. In addition, comparisons of pre-post intervention within children with dyslexia showed that their performance on vocabulary and reading comprehension tasks were significantly higher after the intervention. Conclusions : Vocabulary intervention that focuses on improving the depth of vocabulary resulted in increased vocabulary and reading comprehension in children with dyslexia. Thus, the findings suggest the effectiveness of the qualitative vocabulary intervention, rather than the quantitative vocabulary intervention on improving vocabulary and reading comprehension abilities of children with dyslexia.