텍스트 선호도가 이해도 및 비판적 문식성에 미치는 영향：성별에 따른 분석

Abstract

This study investigates the impact of text preference on reading comprehension and critical literacy among first-year middle school students, with attention to gender differences. Results showed that students demonstrated stronger literal and inferential understanding when engaging with preferred texts, which also supported the development of critical thinking through connections to prior knowledge and experience. In contrast, non-preferred texts led to lower comprehension and limited critical responses. Gender analysis revealed that both boys and girls performed better with familiar or preferred texts, though their preferences and engagement patterns differed. Students responded more critically to topics related to their own gender, while showing less engagement with texts focused on the opposite gender. These findings suggest that text preference positively influences comprehension and critical literacy, emphasizing the value of learner-centered reading instruction that reflects students’ interests and identities.