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읽기부진학생의 읽기이해점검력 및 읽기이해 특성 연구

Comprehension Monitoring and Reading Comprehension in Low-Achieving Students and Normally-Achieving Students

김의정|김애화
한국특수교육문제연구소 (Research Institute of the Korea Special Education)|2006.12|특수교육저널:이론과 실천 (Journal of Special Education: Theory and Practice)|제7권 제4호|pp. 101-119

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참고문헌

키워드

학습장애읽기유창성읽기이해읽기장애Reading comprehensionReading fluency읽기부진읽기이해점검Low-achieving studentsStudents with learning disabilitiesComprehension monitoring
주제분류교육학

초록

본 연구의 목적은 읽기부진학생과 일반학생의 읽기이해점검력 및 전반적인 읽기이해력(다시말하기, 읽기이해질문, 읽기유창성)을 비교하고, 이들 변인(읽기이해점검, 다시말하기, 읽기이해질문, 읽기유창성)이 읽기부진 진담검사 결과에 미치는 영향의 크기를 알아보는데 있다. 초등학교 4~6학년 읽기부진학생 44명과 일반학생 52명을 대상으로 읽기이해점검 검사, 다시말하기 검사, 읽기이해질문 검사 및 읽기유창성 검사를 실시하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 읽기부진학생은 일반학생에 비해 읽기이해점검 검사 및 전반적인 읽기이해력 검사에서 유의하게 낮은 수행을 보였다. 둘째, 읽기이해점검 검사 결과가 읽기부진 진단검사 결과를 가장 많이 설명하는 것으로 나타났다.

Abstract

The purpose of this study was to compare reading comprehension abilities of low-achieving students to normally-developing students. In this study, reading comprehension abilities were measured by comprehension monitoring, retelling, comprehension questioning, fluency tests. A total of 96 students(44 low-achieving students and 52 normally-developing students) participated in this study. Results indicated statistically significant differences between two groups on both all measures. Also, the comprehension monitoring test was strongly predictive of general reading abilities. Implications for practice are discussed.

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