All issues > Volume 19(4); 1976

Case Report

J Korean Pediatr Soc. 1976;19(4):278-283. Published online April 30, 1976.

A Study on Reading Difficulty of School Children in Korea (II)

Duk Jin Yun¹, Jhong Young Jeon¹, Wou Gil Liegh¹, Ki Young Lee¹

¹Institute for Children with Special Problems, Yonsei University,Seoul, Korea.

Abstract

Reading difficulty is well known problem in school children and widely distributed over the whole countries. Since the children with such problem could not perform their school work satisfactorily and personality would be easily distorted by the difficulty, and their problem should be corrected as soon as possible. For correction of reading difficulty, 82 cases of children (1st year class of Kaewha Primary School children in Seoul City) were divided to 2 groups, w tudy and control groups. Special education was provided to study group for one and half year (lecture of 2 hours after school works) and the result every 6 months were evaluated with both groups and following results were obtained. Except 3r cases of mild mental retardation (I.Q. 50~75), the remainders had relatively good intellengence and 52.4% ofchildren had I.Q. over 101. 2)38. 0 pointfmean record) was raised on study group after one and half year of education but there was only 0. 2 point raised in control group. 3)The degree of improvement of mean records in both group after one and half year of education showed that 58. 9% of study group raised 31 point or more but 78.9% of control group raised less than 10 point, same or low. 4)Improvement of mean record on the individual intelligence showed that children with I.Q. 50~75 raised less than 10 point only after one and half year of education but 56.5% of children with I.Q. 86~ 100 was raised 31~50 points. 74% of children with I.Q 101 raised more than 31 points. Above results showed that special education with low grade children in the school for correction with reading difficulty seems very useful and advisable method.

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