영어 기초 읽기능력 자가진단프로그램 개발 기초연구
A Pilot Study on the Development of Self-Diagnosis Program for Basic English Reading Ability
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The purpose of this pilot study is to develop a basic English reading ability self-diagnosis program. To this end, the components of basic literacy competencies were extracted, and a recognized literacy diagnosis program including the Academic Reading K-6(AR K-6) program was reviewed. Two diagnostic programs, the Academic Reading K-6 diagnostic program, and the Self-Diagnostic Reading Ability Program (SDRA) were applied to 21 3rd graders selected through pre-interviews, and the correlation of the detailed sub-area was analyzed. The results of the study are summarized as follows. The total SDRA score calculated by the AR K-6 diagnostic program show that the degree of arithmetic relevance between the two sub-areas is high, although statistical significance is difficult to grasp. Comparing the indices of each detailed area of the two diagnostic programs, it was analyzed that there was a relatively strong correlation in LNF NWF RCS, the post-basic phonics stage, in the six-area onset stage of literacy. In conclusion, the correlation between the two diagnostic programs was relatively strong in the post-basic phonics stage. Furthermore, it was suggested that in order to develop a more reliable and valid SDRA program, it was necessary to modify and supplement the measurement of the literacy beginning stage, including phonemic awareness.
Abstract
The purpose of this pilot study is to develop a basic English reading ability self-diagnosis program. To this end, the components of basic literacy competencies were extracted, and a recognized literacy diagnosis program including the Academic Reading K-6(AR K-6) program was reviewed. Two diagnostic programs, the Academic Reading K-6 diagnostic program, and the Self-Diagnostic Reading Ability Program (SDRA) were applied to 21 3rd graders selected through pre-interviews, and the correlation of the detailed sub-area was analyzed. The results of the study are summarized as follows. The total SDRA score calculated by the AR K-6 diagnostic program show that the degree of arithmetic relevance between the two sub-areas is high, although statistical significance is difficult to grasp. Comparing the indices of each detailed area of the two diagnostic programs, it was analyzed that there was a relatively strong correlation in LNF NWF RCS, the post-basic phonics stage, in the six-area onset stage of literacy. In conclusion, the correlation between the two diagnostic programs was relatively strong in the post-basic phonics stage. Furthermore, it was suggested that in order to develop a more reliable and valid SDRA program, it was necessary to modify and supplement the measurement of the literacy beginning stage, including phonemic awareness.
참고문헌 (18)
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