명시적 국어 문법 교수가 중학교 읽기부진학생의 문법 지식 및 읽기유창성, 읽기이해에 미치는 효과 = The Effects of Explicit Grammar Instruction on Grammar Knowledge, Reading fluency, and Reading comprehension of Middle School Students with Reading Difficulties

다국어 초록 (Multilingual Abstract)

The purpose of Research : This study was to investigate the effect of explicit Korean grammar instruction on grammar knowledge, reading fluency and reading comprehension of students with reading difficulties. Research method: For the purpose of this study, three middle school students with reading difficulties in 1st-3rd grade participated in this study. The multiple probe design across participants was employed to examine the effect of intervention on grammar knowledge and the generalization effect of intervention on reading fluency and reading comprehension was examined as well. Research results: All three participants' grammar knowledge scores increased upon the implementation of the intervention. Furthermore, positive generalization effect on reading fluency and reading comprehension was observed. Conclusions: These results demonstrate that explicit Korean grammar instruction are effective instruction in improving reading of middle school students with reading difficulties, and suggest that it can be used as a useful teaching method for improving reading.

국문 초록 (Abstract)

본 연구는 명시적 국어문법 교수가 중학교 읽기부진학생의 문법지식 및 읽기유창성, 읽기이해에 미치는 영향을 알아보고자 하였다. 연구방법: 이를위해 중학교 1~3학년 읽기부진학생 3명을 대상으로 대상자 간 중다 간헐 기초선 설계를 사용하여 명시적 국어문법 교수가 문법 지식에 미치는 중재 효과 및 유지 효과를살펴보았으며, 읽기유창성 및 읽기이해에 대한 일반화 효과를 살펴보았다. 연구결과: 중재 후 모든 연구 참여 학생의 문법 지식 점수가 기초선과 비교해 크게 향상된 것으로나타났으며, 읽기유창성 및 읽기이해에 긍정적인 영향을 미친 것으로 나타났다. 결론: 이러한 결과는 명시적 국어문법 교수가 읽기에 어려움을 보이는 중학교 읽기부진학생의 읽기 향상에 효과적인 교수임을 검증하는 것이며, 따라서 명시적 국어 문법 교수가읽기 향상을 위한 유용한 교수 방법으로써 활용될 수 있음을 시사한다.

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