A Comparison of Reading Experience and Reading Competence in Children with Developmental Disabilities Across Kindergarten and Lower Elementary Grades
AUTHOR : 최나야, 김효은, 이은경, 정상화, 임다현
INFORMATION : page. 195~206 / 2026 Vol.33 No.3
ABSTRACT
This study compares reading experiences and reading competence by disability type and analyzes the predictive power of reading experiences for reading competence among 245 children with developmental disabilities across eight regions (106 five-year-olds, 139 first and second graders) and 148 teachers. Group differences were analyzed using analysis of covariance (ANCOVA) and controlling for disability severity. The predictive relationship between reading experiences and reading competence was examined via hierarchical regression controlling for disability type, severity, and grade. The findings are as follows. First, reading experiences varied by disability type. Among children with intellectual disabilities, lower-elementary students showed significantly lower reading volume and time than five-year-olds, with no differences for autism spectrum disorder or developmental delay. Second, differences in reading competence also varied by disability type. For intellectual disabilities, the kindergarten group scored higher than the lower elementary group in the cognitive and environmental domains, whereas for autism spectrum disorder and developmental delay, the lower elementary group scored higher only on some cognitive sub-factors. Third, greater reading volume and time were associated with higher reading competence in the cognitive, affective, and environmental domains. These findings suggest customized reading instruction reflecting disability type and developmental period, and the importance of ensuring rich daily reading experiences.