사회정서학습 기반 온작품 읽기 프로그램 개발 및 적용 사례 = A Case Study of Designing and Applying an SEL-Based Whole-Book Reading Program

다국어 초록 (Multilingual Abstract)

This study aims to support the comprehensive development of elementary school students by designing a whole-book reading program integrated with Social and Emotional Learning (SEL) elements and examining its effects in an after-school setting. To achieve this objective, a 24-session program was developed by aligning the narrative structure of a selected text with the five core SEL competencies. The participants consisted of 10 elementary school students in grades 3 to 5 five who were enrolled in an after-school program. A mixed-methods research design was employed, incorporating a one-group pretest–posttest design and semi-structured interviews to evaluate the program’s effectiveness. The findings indicate that students’ reading self-efficacy improved significantly following participation in the program. Social−emotional competencies also demonstrated overall increases in mean scores across all SEL domains, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These quantitative outcomes were corroborated by qualitative analyses, which revealed improvements in students’ abilities to articulate their emotions logically and regulate emotional responses. In addition, participants exhibited positive changes in everyday attitudes, such as enhanced empathy toward others and the formation of more positive interpersonal relationships. Overall, the results suggest that integrating whole-book reading with SEL can simultaneously foster reading motivation and social-emotional development. The study therefore contributes a practical model for subject-linked character education applicable to future educational contexts.