본 연구는 경도지적장애 성인의 읽기정확도 특성을 알아보고자 계획되었고, 특히 유음화 및 유음의 비음화 단어와 문장 읽기가 어떻게 표현되는가를 보고자 하였다. 이를 위해 경도지적장애 성인의 유음화 읽기를 언어연령 일치 일반아동, 생활연령 일치 일반성인과 비교하였다. 연구 결과는 다음과 같다. 첫째, 세 집단의 유음화 읽기는 단어, 문장 각각에서 유의미한 차이가 발견되었다. 사후검증결과에서는 단어와 문장 모두에서 경도지적장애 집단은 생활연령 일치 집단의 유음화 읽기에만 유의미한 차이가 있었다. 둘째, 단어와 문장에 따른 읽기 결과 경도지적장애 집단은 다른 두 집단과 달리 유음화가 포함된 단어 읽기와 문장 읽기가 비슷한 능력을 나타내었다. 또한 두 과제의 오류 양상이 대체적으로 일관적이지 못한 특성을 보였다. 셋째, 경도지적장애 성인 집단에게 다른 집단에서는 나타나지 않은 특정한 읽기오류가 나타났다. 오류를 살펴보면, 단어는 대치, 생략, 왜곡, 첨가 순으로 나타났으며, 문장은 생략, 대치, 왜곡, 첨가 순으로 나타났다. 이를 통해 경도지적장애 성인 집단이 자음정확도에서 일반인과 비슷한 사람들로 구성되었음에도 불구하고 언어연령을 일치시킨 일반아동이나 생활연령을 일치시킨 일반성인과 다른 특정한 읽기오류가 나타나는 것을 알 수 있었다. 이러한 연구 결과는 경도지적장애인은 음운변동이 포함된 읽기에 어려움이 있음을 시사한다.
This study was intended to investigate the difference in score by comparing score of lateralization word reading of adults with mild intellectual disability, a group of language-age matched adults, and chronological-age matched adults, to investigate difference in performance ability of lateralization word reading according to the assignment(word, sentence), and to analyze specific reading errors of adults with mild intellectual disability. According to the post hoc test, adults with mild intellectual disability and chronological-age matched adults showed significant difference in both words and sentences, and language-age matched group and chronological-age matched group showed statistically significant difference as well. According to the result of comparing word and sentence scores, adults with mild intellectual disability did not show statistically significant difference between scores of word and sentence, but the other two group showed significant difference. Adults with mild intellectual disability did not make same mistake on words and sentences but showed inconsistent characteristic, and word reading score got slightly higher than the sentence reading score but was at similar level. On the other hand, the other two group made the same error they made with words on sentences and sentence score was higher because they did not make error on almost every sentence. Lastly, according to the specific error that adults with mild intellectual disability made, it was in the order of substitution, omission, distortion, and addition for words, and in the order of omission, substitution, distortion, and addition for sentences. Through the research result, it was identified that adults with mild intellectual disability had difficulty in lateralization word reading and there was no difference in language environment as word or sentence. Also, lateralization word reading of adults with mild intellectual disability showed aspects of reading error that appears in early development stage even though percentage of correct consonants was normal. Therefore, education on phonological changes in reading is necessary for people with intellectual disability because it is expected to make effect on speaking and make natural communication possible.