한국과 미국 초·중등학생의 읽기능력 비교분석
An Analysis of Reading Ability of Korea and U.S. Elementary and Middle School Students
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초록
This study analyzed the ability of Korea and U.S. elementary and middle school students in an ‘English Camp’ context and its empirical application to English education in Korea. Participants were 140 students, in grades 3 through 6 of elementary school and grades 1 through 3 of middle school. The participants were divided into four levels according to pre-tests of the DIBELS(Dynamic Indicators of Basic Early Literacy Skills) test. Elementary school students of grades 3 and 4 showed improvement in reading ability, equal to the DIBELS grade 2 benchmark score. Students of grades 5 and 6 also showed improvement in reading ability, equal to the grade 4 benchmark score. The middle school students also showed improvement, equal to the grade 6(elementary school) benchmark score. The study showed that as students ascend grades, the gap between their reading ability and the benchmark score widens. The study suggests the need for early diagnosis of reading ability, the importance of early intervention, and the development of curriculum-based measurement of reading ability
Abstract
This study analyzed the ability of Korea and U.S. elementary and middle school students in an ‘English Camp’ context and its empirical application to English education in Korea. Participants were 140 students, in grades 3 through 6 of elementary school and grades 1 through 3 of middle school. The participants were divided into four levels according to pre-tests of the DIBELS(Dynamic Indicators of Basic Early Literacy Skills) test. Elementary school students of grades 3 and 4 showed improvement in reading ability, equal to the DIBELS grade 2 benchmark score. Students of grades 5 and 6 also showed improvement in reading ability, equal to the grade 4 benchmark score. The middle school students also showed improvement, equal to the grade 6(elementary school) benchmark score. The study showed that as students ascend grades, the gap between their reading ability and the benchmark score widens. The study suggests the need for early diagnosis of reading ability, the importance of early intervention, and the development of curriculum-based measurement of reading ability
참고문헌 (22)
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