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본 연구는 한 단어 발화 수준의 표현언어장애 아동 24명을 대상으로 학습잠재력의 치료예측 타당도를 연구하였다. 연구는 (1) 학습 전 정적평가, (2) 학습 전 ZPD에 기반한 역동적평가, (3) 단기학습(3주), (4) 학습 후 정적평가의 순으로 진행되었다. 이런 일련의 절차를 거쳐, ZPD와 실제 학습향상도(학습 후 정적평가-학습 전 정적평가)간의 상관계수, ZPD가 높은 집단과 ZPD가 낮은 집단의 실제 학습향상도의 차이를 구하였다. 본 연구의 결과 ZPD와 실제 학습향상도 간에는 유의미하게 높은 상관을 보였고, ZPD가 높은 집단과 ZPD가 낮은 집단 간에는 실제향상도에서 유의미한 차이를 나타내었다.


The purpose of the present study was to investigate the predictive validity of dynamic assessment using Zone of Proximal Development. Dynamic assessment examines how children respond to cues presented hierarchically from least to most supportive. The hypothesis is that children’s responsiveness reflects readiness to learn a new behavior; that is, responsiveness to the least supportive cuing indicates a readiness for immediate learning(Vygotsky, 1978). A dynamic assessment procedure was employed with twenty four children with specific expressive language impairment to determine their readiness for producing two-word utterances. The results were analyzed with Spearman rank correlation coefficient. Static assessment is designed to hold contextual support to a minimum, as occurs in standardized testing, so that a child’s habitual performance can be identified. In contrast, dynamic assessment focuses on potential level of performance revealing a child’s immediate ability to change or advance when provided with guided instruction from a more experienced person. The major findings from this study are as follows: (1) Correlation coefficients between the pre-treatment ZPD and the improvement of actual development (difference between two static assessments(post-treatment,pre-treatment)) were very high. (2) The difference of correlation coefficient between high ZPD group and low ZPD group was not significant. The improvement of actual development of high ZPD group was better than low ZPD group. From the findings of this study, the predictive validity of ZPD was supported.