본 연구는 한글해독이 되지 않는 학령기 지적장애아동들에게 심상정교화와 소리합치기 전략을 적용하여 그 효과를 검증하고자 하였다. 한글해독이 되지 않는 지적장애 초등학생 3명을 대상으로, 대상자간 중다기초선설계를 이용하여, 기초선, 중재, 유지 기간을 두어 약 3개월간 실험하였다. 기초선, 중재, 유지의 매 회기마다 의미단어와 무의미 단어로 나누어 해독점수를 측정하였다. 연구결과 첫째, 대상학생들의 의미단어 읽기가 향상되었다. 둘째, 대상학생들의 무의미단어 읽기가 향상되었다. 따라서, 심상정교화와 소리합치기 전략은 학령기 지적장애아동의 한글해독에 긍정적인 효과가 있었다. 본 연구는 학령기의 지적장애아동들에게 가장 선행되어야 할 해독의 능력에 대한 직접적인 해결책을 제시 했다는 점에서, 지적장애아동의 특성에 맞는 한글지도 프로그램을 구성하여 효과를 검증했다는 점에서, 현장의 교사나 부모들이 쉽게 사용할 수 있도록 그림 자료 및 자세한 지도안을 마련하였다는 점에서 의의가 있다.

The purpose of this study was to identify the effect of the imagery elaboration and sound match strategy on Hangul decoding ability of children with intellectual disability of school age. The research questions were : (a) Do imagery elaboration and sound match strategy have an affect on meaning word decoding ability in children with intellectual disability of school age? ; (b) Do imagery elaboration and sound match strategy have an affect on unmeaning word decoding ability in children with intellectual disability of school age? To solve these questions, the multiple baseline design was done aimed at three children with mental retardation. The tests were given at each time in period of experiment. Data was collected divided into meaning word and unmeaning word. After analyzing, the results were shown by table and graph. This study was performed in order of the baseline stage, the intervention stage, the maintenance stage. During the intervention stage of twelve times, meaning and unmeaning word`s reading score were indicated upward tendency and it was maintained. As a result of the study, first, imagery elaboration and sound match strategy are effective for meaning word reading ability of children with intellectual disability of school age. Second, imagery elaboration and sound match strategy are effective for unmeaning word reading ability of children with intellectual disability of school age. Putting all the results together, it can be concluded that imagery elaboration and sound match strategy have an effect on Hangul decoding ability of children with intellectual disability of school age.