통합적 파닉스 프로그램이 초등학생의 초기읽기 해독능력에 미치는 효과

Abstract

This study aims to explore the effect of a synthetic phonics program on the early reading skills of elementary school students who had different levels of early reading skills depending on their no/prior experience of learning English. For this study, twenty students were selected, divided into two groups depending on their no/prior learning experiences of English, and taught 42 phonemes by synthetic phonics program three times a week, 20 minutes per lesson for 10 weeks. To verify the effect, DIBELS tests were conducted twice and the results were as follows. First, the program has improved both groups’decoding skills; The students in no experience group improved reading skills in five categories, while the ones in experience group improved in two categories. Second, the significant differences between the two groups’skills have been reduced except for no-sense-word reading task. Third, by analyzing correlations between the five categories it turned out that LNF(naming alphabets) was less related to decoding skills, but NWF(no-sense-word reading) was a stronger predictor of success in early reading. Overall, the synthetic phonics program turned out to be effective in improving decoding skills and even the students without any prior learning of English were able to develop early reading skills.