이야기 도식화 전략 교수가 초등 고학년 읽기장애 학생의 읽기 및 듣기 이해력에 미치는 효과 = The Effect of Story Mapping Strategy Instruction on Reading Comprehension and Listening Comprehension of Elementary Students with Reading Disability

국문 초록 (Abstract)

읽기장애 학생들의 읽기 이해를 향상시키기 위해서는 전략적인 읽기를 위한 교수와 더불어 이해를 돕기 위한 구조 및 형식이 마련되어야 한다. 이야기 도식화 전략 교수는 이야기 도식을 이용하여 이야기 구조를 직접 교수함으로써 읽기 전략을 가르치는 교수방법이다. 본 연구는 초등학교 고학년 읽기장애 학생들에게 이야기 도식화 전략 교수를 실시하여 읽기장애 학생들의 읽기 이해력에 미치는 효과 및 듣기 이해력으로의 일반화 효과를 알아보고자 하였다. 이를 위하여 서울 시내 초등학교에 재학중인 고학년 읽기장애 학생 22명을 대상으로 실험집단에게는 10회기동안 이야기 도식화 전략을 사용한 읽기 교수를 실시하였고, 통제집단에게는 전통적인 읽기 교수를 실시하였다. 교수 결과, 통제집단에 비해 이야기 도식화 전략 교수를 받은 실험집단의 읽기 이해력이 향상된 것으로 나타났으며, 교수의 효과가 듣기 이해력으로까지 일반화되었다. 뿐만 아니라 향상된 읽기 이해력은 교수가 끝난 후에도 유지되었으며, 듣기 이해력은 지속적으로 향상된 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to test the effect of story mapping strategy instruction on the reading and listening comprehension of elementary students with reading disability. For this purpose, we selected 22 elementary students with reading comprehension difficulties, based on the results of the KEDI-WISC intelligence test, the word recognition subtest and the reading comprehension subtest of the Basic Academic Achievement Test. The students were divided into two groups, an experimental group with the story mapping strategy method and a control group with the general reading method. This experiment was conducted for 40 minutes each day for ten sessions. To test the effect of this experiment, a pretest, posttest, and maintenance test of both reading and listening comprehension were given. The reading and listening comprehension abilities were measured according to the story grammar components after each story had been read and listened to. ANCOVA was used to analyze the collected data utilizing reading comprehension pretest scores as covariates, and paired sample t-tests were used to test both generalization and maintenance effects. The results obtained from this study are summarized as follows. (1) The experimental group showed significantly higher performance in reading comprehension than the control group. (2) A significant difference was found between the pretest and posttest scores in listening comprehension of the experimental group, indicating that the improved reading comprehension was generalized to listening comprehension. (3) Improved reading comprehension was maintained and listening comprehension was continuously improved after instruction. Based on these results, it could be concluded that the story mapping strategy instruction is an effective method for improving reading and listening comprehension in elementary students with reading disability.

목차 (Table of Contents)

• I. 서론
• II. 연구 방법
• III. 연구 결과
• IV. 논 의

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