반복적 읽기를 통한 대학생들의 읽기 능력 향상 (A Study on the Effects of Repeated Reading on College Students’ Fluency and Comprehension.)

서지정보

· 발행기관 : 글로벌영어교육학회
· 수록지 정보 : Studies in English Education / 20권 / 2호 / 271 ~ 295페이지
· 저자명 : 이화자

초록

This study investigates the effects of repeated reading on college students’ fluency and comprehension by providing them with feedback in terms of vocabulary and grammar. For this purpose, four students were given 8 sessions of repeated reading practice and the tests of fluency and comprehension were conducted before and after each session. Fluency was measured by reading speed and error types and numbers, while comprehension by retelling and check-up questions. After the pre-test, the students were provided with the feedback on the unknown vocabulary and structure of the text. Then the participants read a 250-word passage five times, four of those times reading aloud while listening to an auditory reading model of the passage in each session. The analysis of the data revealed that the students’ reading fluency and comprehension increased significantly including the lowest- level student and this effect of repeated reading was transferred to new, unpracticed passages. Yet the higher level students outperformed the lower level students on both measures. In particular, the lowest student didn’t improve his comprehension.
These findings make a suggestion for effective implementation of repeated reading that readers will benefit from to a greater extent if provided with various forms of support such as background knowledge as well as vocabulary and grammar.

영어초록

This study investigates the effects of repeated reading on college students’ fluency and comprehension by providing them with feedback in terms of vocabulary and grammar. For this purpose, four students were given 8 sessions of repeated reading practice and the tests of fluency and comprehension were conducted before and after each session. Fluency was measured by reading speed and error types and numbers, while comprehension by retelling and check-up questions. After the pre-test, the students were provided with the feedback on the unknown vocabulary and structure of the text. Then the participants read a 250-word passage five times, four of those times reading aloud while listening to an auditory reading model of the passage in each session. The analysis of the data revealed that the students’ reading fluency and comprehension increased significantly including the lowest- level student and this effect of repeated reading was transferred to new, unpracticed passages. Yet the higher level students outperformed the lower level students on both measures. In particular, the lowest student didn’t improve his comprehension.
These findings make a suggestion for effective implementation of repeated reading that readers will benefit from to a greater extent if provided with various forms of support such as background knowledge as well as vocabulary and grammar.

참고자료

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