Reading Aloud

소개

한국에서 유행했던 방법 영어 낭독과 그 효과에 대한 에세이.
영어낭독의 효과에 대한 선행연구 및 장 단점 요약.
영어낭독과 영어 실력에 대한 사견.
원어민 수정 완료

목차

Introduction
Read Aloud: Positive Effect
Effective ways of Read Aloud
Method of Read Aloud; Dialogic Reading
Different Opinion of Read-Aloud
Conclusion
Does Self Oral (Verbal) Reading can improve language skill?

본문내용

Read Aloud: Positive Effect

During decades many researches have reported the positive effect of Read Aloud. The results include various aspects from the linguistic field to the social communication field. We can easily find the linguistic development point of view through several experiments for the effects of storybook reading as a regular classroom activity can increase various aspects of literacy development. The children who read daily over long periods of time were significantly better on measures of vocabulary, comprehension and decoding ability than children who were not read to by an adult (Morrow & Cambell, 2002). Some more positive effects of reading aloud include internalization of reading behavior, sense of story structure, ability to think and expect next story and motivation to read. Read Aloud also provides fun class climates for both the reader and the listener, and young children notice the pleasure of reading (Jun-Chae Yoon, 2005).

Effective ways of Read Aloud
Read Aloud: Positive Effect
Although read-aloud has all those positive effects and aspects, it is really important making the lesson or the reading time very effective to children. No matter who takes the reader’s role for children, without stiff purpose and well organized plan, the reading time would be a meaningless exercise for both readers and listeners. It might produce a harmful side effect for young children. Many researchers and educators have suggested some tips for this.

참고자료

· Jun-Chae Yoon (2005). International Journal of Early Childhood Education, Adding Something to Young Children’s Read-Alouds: Is it Dear, Cheap, or a Bargain at Any Price? pp 7-18
· H. Douglas Brown (2007), Teaching by Principles: An Interactive Approach to Language Pedagogy, pp 357-376
· Holly B. Lane & Tyran L. Wright (2007), The Reading Teacher, Maximizing the effectiveness of reading aloud. pp 668-675
· Morrow, L.M., & Gambrell, L.B. (2000). Literature-based reading instruction. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III. Mahwah, NJ: Erlbaum, Ch. 30
· Suzanne F. Peregoy & Owen F. Boyle (2008). Reading, Writing, and Learning in ESL(5th Edit), Pearson,
· Vanessa Morrison & Lisa Wlodarczyk (2009), Revisiting Read-Aloud: Instructional Strategies That Encourage Students’ Engagement With Texts, The Reading Teacher Vol. 63, No. 2, pp 110-118
· 정 찬용 (1999), 영어공부 절대로 하지 마라. 사회평론.
· 이 보영 (2008), 들으면 말이 되는 이보영의 120분 영어회화, 넥서스
· KBS 추적 60분 (2009), 캠퍼스는 영어마을, 아 유 오케이(Are you Okay?)
· http://www.readingonline.org/articles/handbook/gambrell/index.html