독자변인을 적용한 영어와 국어 읽기능력 진단체계의 독서지수 상관관계 분석
A Study of Comparative Analysis of Reading Index in the English and Korean Reading Proficiency Diagnosis System Considering Readers’ Variables
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The purpose of this study is to examine the correlation between reading skills for elementary school students with fluent English and Korean reading skills. The subjects of the study are 25 elementary school 3rd∼6th graders participating in the English Village reading camp. The students read storybooks 12 times a quarter, four hours a week, on variety of topics appropriate for their level. The English reading diagnostic test was measured with the Acadience Reading K-6 assessment, and the Korean was applied with the Reading Ocean, Korean reading diagnostic test. The results of the study are as follows. First, overall, Korean reading competency was higher than English reading competency in the reading index. By level of evaluation, there was a greater gap in English reading competency regardless of grade. Second, the correlation of the two diagnostic domains at different levels of evaluation showed a relatively high correlation at the G2 level. Third, the analysis of the total score showed that the higher the level of Korean reading competency, the greater the level of English reading competency. Based on the research results, the author proposes the academic and educational implications necessary for the development of an English reading diagnostic system.
Abstract
The purpose of this study is to examine the correlation between reading skills for elementary school students with fluent English and Korean reading skills. The subjects of the study are 25 elementary school 3rd∼6th graders participating in the English Village reading camp. The students read storybooks 12 times a quarter, four hours a week, on variety of topics appropriate for their level. The English reading diagnostic test was measured with the Acadience Reading K-6 assessment, and the Korean was applied with the Reading Ocean, Korean reading diagnostic test. The results of the study are as follows. First, overall, Korean reading competency was higher than English reading competency in the reading index. By level of evaluation, there was a greater gap in English reading competency regardless of grade. Second, the correlation of the two diagnostic domains at different levels of evaluation showed a relatively high correlation at the G2 level. Third, the analysis of the total score showed that the higher the level of Korean reading competency, the greater the level of English reading competency. Based on the research results, the author proposes the academic and educational implications necessary for the development of an English reading diagnostic system.
참고문헌 (10)
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