The purpose of this research project is to construct and verify LD (Learning Disabilities) Hybrid Diagnostic Model through exploration and utilization of collected data from previous year one and year two with previously developed assessment tools for ...
The purpose of this research project is to construct and verify LD (Learning Disabilities) Hybrid Diagnostic Model through exploration and utilization of collected data from previous year one and year two with previously developed assessment tools for realistic applications and accessibility in (special) education, psychology, medical field. For this reason, through word chunking reading and maze assessment for silent reading was measured, significant variables of silent reading in high correlations with overall reading comprehension and variables that corresponds to grade-level and achievement level competency were explored. Consequently, findings indicate that silent reading skills continuously improve as the grades move up, and word chunking reading skills were proved to be a strong indicator for silent reading fluency for high achieving students while both maze skills and word chunking appeared to be a strong indicator for low achieving students. Through this research, implications include that low achieving students in grade 3, 4, 5 would benefit from receiving silent reading fluency interventions as a means of improving their overall reading comprehension competency. Furthermore, in order to enhance the applicability of the Hybrid diagnostic model, the Korean RTI was reviewed for its structure. First, experts from various educational fields were involved in professional contributions and discussions for better field-based practice relevance. Second, amid Hybrid model, intervention programs in each scope of reading disabilities were analyzed for distinctive characteristics and effectiveness. In the third year, cognitive diagnostic analysis was used for interventional strategy modules developed in the second year based on diagnostic profile analysis data on at-risk children. In addition, for the reason that reading comprehension directly affects math word problem solving skills innately due to comprehension requirement in the text, the relationship between vocabulary appearing in math word problems and cognitive factors in those math problems were analyzed through Q-matrix validation methods, followed by the analysis of the differences in mastery probability. In an attempt to contribute to field-based practice for more specifically designed, modified and differentiated instructions for LD students, student-centered reading program books- BASA Reading Compass series in phonological awareness, fluency, vocabulary acquisition, comprehension (Kim, 2017) were published. Lastly, Digital-based Digitalized Learning Management online program was also developed in order to effectively measure and monitor students’ progress on vocabulary and reading comprehension intervention programs; Printable version via Microsoft Power Point was developed for the best practical and field-based applicability.