설명글과 이야기글 읽기에서 읽기이해부진 학생과 일반 학생의 추론 특성 분석 : Think-aloud를 이용하여
The Analysis of Inferential Characteristics of Poor Comprehenders and Average Comprehenders on Comprehension of Expository Text and Narrative Text : Using ‘Think-aloud’ Method
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초록
읽기이해란 글에 제시된 정보와 독자의 생각을 통합하여 의미를 형성하는 것으로 글을 이해하기 위 해서는 주어진 정보들을 잘 연결시키고 의미를 형성해나가는 추론과정이 필요하다. 본 연구는 읽기이 해과정에서 읽기이해부진학생과 일반학생이 보이는 추론 유형을 분석하기 위하여 실시되었다. K시와 J도에 소재한 13개 공립초등학교에 재학 중인 초등학교 4학년 학생 54명을 대상으로 두 가지 유형의 글(이야기글, 설명글)을 제시하여 글을 읽고 그 동안 떠오르는 생각을 소리내어 말하는 ‘소리내어 생각 하기(Think-aloud)’ 방법을 이용하여 추론 양상의 차이를 살펴보았다. 먼저 일반 학생과 읽기이해부 진 학생의 일반적인 추론양상을 살펴본 결과, 일반학생은 ‘정교화시키기’와 ‘연결짓기’의 추론유형을 많이 보였고, 읽기이해부진 학생은 ‘반복하기/바꾸어 말하기’의 비추론유형을 가장 많이 보였다. 한편, 읽기능력과 읽기과제별로 두 집단의 추론유형을 분석한 결과, 먼저 일반 학생과 읽기이해부진 학생 집 단의 추론 양상의 차이를 살펴보기 위해 비모수 검정법인 Mann-Whitney U test를 실시하였다. 그 결과, 두 집단 간 ‘정교화시키기’, ‘예측하기’, ‘연결짓기, ‘반복하기/바꾸어 말하기’, ‘무응답/의미없는 말하기’에서 유의미한 차이를 보였다. 둘째, 글의 유형(설명글, 이야기글)에 따른 추론 양상의 차이를 살펴보기 위해, Wilcoxon signed-rank test를 실시한 결과, 일반학생들의 경우, 글의 유형에 따라 ‘정교화시키기’, ‘잘못된 정교화시키기’, ‘연상하기’, ‘연결짓기’ 추론에서 유의미한 차이를 보였고, 읽 기이해부진 학생들의 경우, 글의 유형에 따라 ‘연상하기’와 ‘연결짓기’에서 유의미한 차이를 보였다. 끝으로, 이러한 결과를 바탕으로 읽기이해부진 학생들에게 적절한 추론능력 향상을 위한 중재방안 제 시 및 본 연구의 한계점을 제시하였다.
Abstract
This study was conducted to compare the inferential types of poor comprehenders and average comprehenders in reading comprehension. We presented two types of texts (narrative and explanatory) to 54 elementary school students, and used the "Think-aloud" method to look at the differences in inferential patterns. First, the Mann-Whitney U test, a non-parametric test, was conducted to examine the differences in the inferences of poor comprehenders and average comprehenders. The results showed a significant difference between the two groups in terms of 'valid elaborative inferences', 'valid predictive inferences', 'bridging inferences', 'text repetitions/paraphrases,' and 'no responses/ meaningless responses'. Second, the Wilcoxon signed-rank test was performed to examine the differences in the inferential patterns according to the type of text(narrative and expository). As a result, average comprehenders showed significant differences in terms of 'valid elaborative inferences', 'invalid elaborative inferences', 'associations', and 'bridging inferences' depending on the type of texts. On the other hand, in the case of poor comprehenders there was significant differences between 'associations' and ''bridging inferences' depending on the type of texts. Finally, based on these results, we suggested the intervention plan for the improvement of the inferential ability and the limitation of this study.
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