생활 속 글감을 활용한 마인드맵 교수가 중학교 자폐 학생의 읽기 전략 수행 및 읽기 이해에 미치는 영향

김소연,이소현 한국자폐학회 2011 자폐성 장애연구 Vol.11 No.1

The Purpose of this study was to investigate the effect of Mind-Map strategy instruction using reading materials form daily life on reading strategy use and reading comprehension. For this purpose, three male students with autism who have difficulties in reading comprehension, and are registered in middle school were participated. A multiple probe baseline design across participants, including three conditions baseline, intervention, and maintenance without intervention, was used to assess intervention effect. As a result, reading strategy use and reading comprehension of three autistic students were improved through the Mind-Map strategy instruction using reading materials from daily life, and enhanced results were also maintained after withdrawal of intervention. Based on the results mentioned above, it could be concluded that the Mind-Map strategy instruction using reading materials from daily life is effective method to improve the reading strategy use and reading comprehension of middle school students with autism. This result implies that autistic students can learn a reading strategy and manage their performance independently. Moreover, this study proves that the Mind-Map strategy is useful for students with autism as well as other students with learning disabilities or mental retardation. 본 연구는 생활 속 글감을 활용한 마인드맵 교수를 실시했을 때 중학교 자폐 학생의 읽기 전략 수행과 읽기 이해가 증진되는지를 알아보기 위해 실시되었다. 중재는 읽기 재인(단어 인식)에 비해 읽기 이해(독해)에 문제를 보이는 정서 장애 특수학교 중학부 2학년 자폐 학생 3명을 대상으로 하였으며, 대상자간 중다 간헐 기초선 설계를 사용하여 중재의 효과를 검증하였다. 대상 학생의 읽기 학습동기 유발을 위해 선호도를 반영한 생활 속 글감을 수집 및 수정하여 중재에 활용하였으며, 다양한 시각적 단서들을 포함하는 마인드맵을 읽기 전략으로 교수하였다. 연구 결과, 생활 속 글감을 활용한 마인드맵 교수는 대상 학생의 읽기 전략 수행과 읽기 이해에 긍정적인 영향을 미친 것으로 나타났으며, 그 결과가 중재 종료 4주 후에도 유지되었다. 따라서 자폐 학생들도 읽기 전략을 학습하고 그들의 수행을 독립적으로 관리할 수 있으며, 마인드맵 읽기 전략이 학습장애나 정신지체 학생뿐만 아니라 자폐 학생들에게도 효과적임을 제시할 수 있다.

Reading Strategy Instruction and Reading Comprehension of Middle School Students

맹은경 한국중앙영어영문학회 2010 영어영문학연구 Vol.52 No.2

The purpose of this study is to investigate the effect of cognitive and metacognitive reading strategy instruction on the reading comprehension ability of middle school students. 132 middle school students participated in this study. TOEIC assessment and reading strategy questionnaires were used to collect the data. For the data analysis, independent samples t-tests, paired t-tests, and ANOVA were used. The results of this study demonstrate the effect of the explicit instruction of cognitive reading strategies (grouping, inferencing, and deduction) and metacognitive reading strategies (advance organization, selective attention, and organizational planning) on middle school students’ reading comprehension and their use of reading strategies. The specific findings of this study are as follows: 1) Statistically, the post-test reading comprehension score of the experimental group was higher than that of the control group. 2) The use of reading strategies showed a post-intervention increase; the use of cognitive and compensation strategies increased significantly, whereas no significant increase was noted in using metacognitive strategies. 3) There was no gender-related effect on the behavior of using reading strategies although both female and male students showed a significant increase in the use of compensation strategies.

Reading Strategy Instruction and Reading Comprehension of Middle School Students

Maeng, Unkyoung 한국중앙영어영문학회 2010 영어영문학연구 Vol.52 No.2

The purpose of this study is to investigate the effect of cognitive and metacognitive reading strategy instruction on the reading comprehension ability of middle school students. 132 middle school students participated in this study. TOEIC assessment and reading strategy questionnaires were used to collect the data. For the data analysis, independent samples t-tests, paired t-tests, and ANOVA were used. The results of this study demonstrate the effect of the explicit instruction of cognitive reading strategies (grouping, inferencing, and deduction) and metacognitive reading strategies (advance organization, selective attention, and organizational planning) on middle school students’ reading comprehension and their use of reading strategies. The specific findings of this study are as follows: 1) Statistically, the post-test reading comprehension score of the experimental group was higher than that of the control group. 2) The use of reading strategies showed a post-intervention increase; the use of cognitive and compensation strategies increased significantly, whereas no significant increase was noted in using metacognitive strategies. 3) There was no gender-related effect on the behavior of using reading strategies although both female and male students showed a significant increase in the use of compensation strategies.

阅读认知策略、主题熟悉度和文本难易对汉语阅读理解的影响

金哲洙 ( Jin Zhe-zhu ) 한국중국언어학회 2020 중국언어연구 Vol.0 No.89

Experiments were conducted on 370 Korean junior students in China to explore the impact of reading cognitive strategies, subject familiarity and textual difficulty on their Chinese reading comprehension. The results found that: Among any reading materials that are familiar or difficult, the reading comprehension scores obtained using the organizational strategy are the highest, and the reading comprehension scores obtained using the repetition strategy are the lowest. In the simple reading materials, regardless of the familiarity, the reading comprehension scores obtained by using the organization strategy and the fine processing strategy are higher than those obtained by the retelling strategy. Among the complex reading materials, when the degree of familiarity is high, the reading comprehension scores obtained by using organizational strategies> the reading comprehension scores obtained by using fine processing strategies> the reading comprehension scores obtained by using retelling strategies, and there are significant differences. However, when the degree of familiarity is low, the results of using organizational strategies are significantly higher than those of fine processing strategies and retelling strategies.This paper also analyzes the research results and puts forward corresponding suggestions for the Chinese reading teaching of Korean junior high school students.

The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension

Minkyung Kim 한국영어어문교육학회 2023 영어어문교육 Vol.29 No.4

This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

동화책을 활용한 반복읽기전략이 지적장애 학생의 읽기 유창성 및 읽기 이해력에 미치는 영향

강혜미,박근필,이영철 한국지적장애교육학회 2018 지적장애연구 Vol.20 No.2

The purpose of this study was to investigate effects of repeated reading strategy using fairy tale books on the reading fluency and reading comprehension of student with intellectual disability. This study design was multiple probe design across subjects. It was done in sequence of baseline phase, a intervention phase, and a maintenance phase. Intervention using a repeated reading strategy is as follows. In the stage of preparation, students read the title and expect the content before reading. Repeat reading after teacher reading, repeat reading on their own, figuring out the main contents. The evaluation done afterwards each session was to read out scripts for the evaluation. What the students read was recorded for 1 minute and it was evaluated with the number of syllables read correctly. Also assessed reading comprehension by recording the exact answers to the comprehension questions. The results of this study are summarized as follows. First, a repeated reading strategy had posive effect on reading fluency of high school students with intellectual disability. Second, a repeated reading strategy had positive effect on reading comprehension rose to higher level of high school students with intellectual disability. Also the students kept their reading fluency and comprehension in the stage of maintenance. Repeated reading strategy using fairy tale books has positive effects on the improvement of reading fluency and comprehension. 본 연구는 동화책을 활용한 반복읽기전략이 지적장애 학생의 읽기 유창성 및 읽기 이해력에 미치는 영향을 알아보기 위한 것이었다. 연구 설계는 단일대상연구 중에서 대상자간 중다 간헐 기초선 설계를 사용하였다. 본 연구에서 사용한 반복읽기전략은 준비 단계에서 학생들은 책을 읽기 전에 제목을 읽고 내용을 예측하였고, 다음 단계는 교사가 책을 읽어준 후 학생 스스로 책읽기를 반복하여 주요내용을 파악하였다. 각 단계 이후 책의 내용을 파악하였는지를 점검하였다. 학생들이 읽은 내용은 1분 동안 녹음되었고, 제대로 읽은 음절의 수로 평가하였다. 또한, 독해력 문제에 대한 정확한 답을 기록함으로써 독해력을 평가하였다. 이 연구의 결과는 첫째, 반복읽기전략은 지적장애 학생들의 읽기 유창성 읽기에 긍정적인 영향을 미쳤다. 그 결과, A, B, C 학생 모두 음절의 수가 증가하였으며 읽기 정확도가 증가하였다. 둘째, 반복읽기전략은 지적장애 학생들의 읽기 이해력에 긍정적인 영향을 미쳤다. 결과적으로 학생 A, B, C의 정답률이 증가하여 어휘의 의미와 지문의 핵심 내용을 이해하는 등 긍정적인 효과가 나타났다. 또한 학생들은 유지 단계에서 읽기 유창성과 읽기 이해력을 유지하였다. 후속연구는 다양한 연령대 및 성별과 지능의 차이와 관련된 연구와 체계적인 장기프로그램을 실시하여 다양한 읽기 영역에서의 반복읽기전략을 적용한 읽기 유창성 및 이해력에 미치는 연구가 필요하다고 판단된다.

Relationships among Reading Anxiety, Reading Processing, and Reading Comprehension

Jayoung Song 한국외국어교육학회 2018 Foreign languages education Vol.25 No.2

Despite the evidence of an association between foreign language (FL) reading anxiety and reading comprehension, only a few studies have investigated how FL reading anxiety interacts with the reading process. This study examined how people with different anxiety levels approach reading tasks differently; that is, the relationships among foreign language reading anxiety, cognitive interference, reading strategy use, and the effects of these constructs on actual reading comprehension. Participants (N=265) were Korean adolescent EFL learners. From analyses of their responses to FL reading anxiety scale, Cognitive Interference Questionnaire (CIQ), a strategy inventory for reading comprehension, and reading comprehension tasks, results suggested that anxiety played a critical role in the interplay of attention and reading strategy use, which were associated with comprehension. Highly anxious students who were occupied with off-task thoughts tended to use more local reading strategies while less anxious students were more focused on completing the reading tasks and employed more global reading strategies. Results also suggested that the significant predictors of reading comprehension were FL reading anxiety as well as the CIQ and Global strategies, which indicated that the less anxious students who were more focused during reading, and those who employed more Global strategy scored higher in reading comprehension.

독자에 따른 읽기 전략의 활용 양상

김경주 국어국문학회 2003 국어국문학 Vol.- No.133

This paw is about the practical uses of reading comprehension strategies. For this study, I interviewed the different readers of their reading processes and the results were transfered by written language. And then they wee analyzed with readers' features and their reading comprehension strategies. In this study, I intended to explain the varieties of reading results and the causes of the varieties. The different readers used the different reading methods, and made the different reading results, because they had the different reading abilities and used the different reading comprehension strategies. And the causes of these differences were not only readers' vocabulary priorities and the abundance of schemata, but also their abilities of usage vocabulary knowledge and application abilities of reading comprehension strategies. Reading comprehension would be considered by the right viewpoint of reading comprehension, the interactive messes of reading, the variations of reading processes, and the varieties of reading results, etc. And in reading comprehension education, the readers as the learners would be taught by the right considerations of this reading comprehension. Finally I expect that this study will be used for the better education of reading comprehension.

상보적 전략을 활용한 읽기 교수가 읽기학습부진아의 독해력에 미치는 영향

김윤희,김자경,백은정 한국학습장애학회 2011 학습장애연구 Vol.8 No.2

The Goal of this study is to determine effects of the reciprocal reading strategy teaching on reading comprehension of the children with learning difficulties in reading. Case study was three 5th graders who were attending schools in P city and defined as the ones having difficulties in reading by Basic-level Achievement Test, K-WISC-Ⅲ Test, Basic Learning Skill Test which were carried out nationwide. This study showed the reciprocal reading strategy teaching improved the factual comprehension, the inferential comprehension, and the applied comprehension of the children having difficulties in reading. Therefore, it explains that the complementary reading strategy teaching is effective on the improvement of reading comprehension of the children with learning disabilities in reading. Having taken the reciprocal reading strategy teaching, all the three students were improved in reading comprehension at the arbitrational stage rather than at the basic stage, and their reading comprehension was also improved or stayed the same level at the maintenance stage. The finding of this study could be a lot of help teaching reading comprehension to the children with learning disabilities in reading. 본 연구의 목적은 읽기학습부진아의 독해력(사실적 이해력, 추론적 이해력, 적용적 이해력) 향상을 위한 상보적 전략을 활용한 읽기 교수의 효과를 입증하기 위함이다. 이를 위해 B시에 위치한 초등학교 5학년 학생 3명이 연구에 참여하였고, 기초선, 중재, 유지단계로 설정하여 4주 동안 총 20회기를 실시하였다. 연구 결과, 읽기학습부진아의 사실적 이해, 추론적 이해, 적용적 이해 수준이 향상되었다. 상보적 전략을 활용한 읽기 교수를 실시할 때, 3명의 학생 모두 기초선 단계 보다 중재 단계에서 독해력이 향상되었고, 유지 단계에서도 지속적인 것으로 나타났다. 독해력의 각 하위기능에서 요구되는 전략들에 다소 차이는 있었지만 연구 대상아동들은 네 가지 전략을 잘 활용하였다. 그러나 독해력에서 사실적 이해력은 안정적으로 향상되었으나 추론적 이해력, 적용적 이해력은 성취점수의 다소 변동적인 부분이 있었다. 이를 바탕으로 본 연구에서는 읽기학습부진아의 중재 방안과 후속 연구의 방향을 제시하였다.

의미단위 띄어 읽기 전략 교수가 읽기이해부진아동의 읽기유창성과 읽기이해에 미치는 효과

김소진,강옥려 한국학습장애학회 2014 학습장애연구 Vol.11 No.1

The purpose of this study was to examine the effect of the meaning-centered sentence pause reading strategy on the reading fluency and reading comprehension(i.e., realistic, inferential and critical reading) of fourth-grade school children with poor reading comprehension. Children who face no difficulties in decoding words yet have troubles in reading comprehension are called children with poor reading comprehension. Meaning-centered sentence pause reading fluency refers to dividing a sentence into phrases by meaning and reading each phrase at a time. The subjects were 20 children with poor reading from one of the schools were selected as an experimental group, and the others from the other school were selected as a control group. The experimental group took lessons by using the meaning-centered sentence pause reading strategy, and the control group received instruction according to the teacher's guide of the Korean language. The experiment was implemented in 16 sessions, 40 minutes each. To verify the effects of intervention, tests for reading fluency and reading comprehension were conducted before and after intervention. The data was analyzed through a multivariate analysis of variance (MANCOVA) using SPSS. The result was that the use of the meaning-centered sentence pause reading strategy had a positive impact on the reading fluency improvement of the children with poor reading comprehension. Regarding three sub-categories of reading comprehension, students in the meaning-centered sentence pause reading strategy group showed significant differences only in terms of realistic and inferential comprehension, In critical reading comprehension, however, no significant differences were found. Some implications and discussions were offered. 본 연구는 의미단위 띄어 읽기 전략 교수가 초등학교 4학년 읽기이해부진아동의 읽기유창성과 읽기이해(사실적, 추론적, 비판적 읽기)에 미치는 효과를 알아보고자 하였다. 읽기이해부진아동이란 읽기핵심기술 중 단어재인에는 어려움을 보이지 않으나 읽기이해에 어려움을 보이는 아동을 말하며 의미단위 띄어 읽기란 한 문장을 의미가 통하는 구로 나눈 후 한꺼번에 한 구씩 자연스럽게 띄어 읽는 전략을 의미한다. 초등학교 4학년 읽기이해부진아동을 2개의 초등학교에서 각 학교별로 10명씩 선정하여 학교단위로 실험집단과 통제집단으로 나누고, 실험집단에는 의미단위 띄어 읽기 전략교수를 적용하고 통제집단에는 국어과 교사용 지도서에 명시된 교수법을 적용하였고, 중재시간은 회기당 40분으로 총 16회기에 걸쳐 진행되었다. 중재효과를 검증하기 위하여 읽기유창성 검사와 읽기이해 검사를 사전과 사후에 각각 실시하였으며 연구에서 얻어진 결과는 다중공분산분석(MANCOVA)를 활용하였다. 연구결과 의미단위 띄어 읽기 전략 교수는 읽기이해부진아동의 읽기유창성과 읽기이해에 긍정적인 영향을 주었다. 읽기이해의 세 가지 하위영역 중에서는 사실적 이해와 추론적 이해에서 유의한 향상을 보였고 비판적 이해에서는 실험집단과 통제집단의 유의한 차이가 보이지 않았다. 연구의 시사점과 논의를 제공하였다.