학습전략을 활용한 초등영어 학습 부진아의 수준별 읽기 지도 효과 (The effect of strategiesbased leveled English reading programs on reading proficiency and affective domains of underachieving elementary school students)

서지정보

· 발행기관 : 한국외국어교육학회
· 수록지 정보 : Foreign Languages Education / 21권 / 4호 / 173 ~ 200페이지
· 저자명 : 엄월영, 김혜련

초록

This study investigates the effect of strategies-based English readingprograms on reading proficiency and affective domains of underachievingelementary school students. Eight fifth-grade students were selected andassigned to either the phonics/vocabulary learning group or thevocabulary/sentence learning group for two hours a week for 16 weeks.
To address the research questions, data were collected from four mainsources: English reading tests, questionnaire surveys, students’ learninglogs and in-depth interviews with the students. The results of the studyrevealed that the English reading programs had positive impact on thestudents’ understanding of the relationship between letters and sounds,word recognition ability, and sentence reading. As students accumulatedsuccessful reading experiences, their self-confidence, interest in reading,and class participation increased while anxiety decreased. The study alsorevealed that there were differences in using strategies among studentsin each group, with higher level students tending to usehigher-dimensional strategies with more variety than less able students.
In conclusion, the leveled English reading programs customized forunderachievers appear to be effective in assisting underachievers in theirEnglish reading skills.

영어초록

This study investigates the effect of strategies-based English readingprograms on reading proficiency and affective domains of underachievingelementary school students. Eight fifth-grade students were selected andassigned to either the phonics/vocabulary learning group or thevocabulary/sentence learning group for two hours a week for 16 weeks.
To address the research questions, data were collected from four mainsources: English reading tests, questionnaire surveys, students’ learninglogs and in-depth interviews with the students. The results of the studyrevealed that the English reading programs had positive impact on thestudents’ understanding of the relationship between letters and sounds,word recognition ability, and sentence reading. As students accumulatedsuccessful reading experiences, their self-confidence, interest in reading,and class participation increased while anxiety decreased. The study alsorevealed that there were differences in using strategies among studentsin each group, with higher level students tending to usehigher-dimensional strategies with more variety than less able students.
In conclusion, the leveled English reading programs customized forunderachievers appear to be effective in assisting underachievers in theirEnglish reading skills.

참고자료

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