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초등학생의 영어 읽기 유창성 평가를 위한 평가 기준 개발

Development of English reading fluency norms for elementary school students

이윤
외국어교육연구소 (Institute of Foreign Language Education)|2020.02|외국어교육연구 (Studies in Foreign Language Education)|제34권 제1호|pp. 1-32|DOI 10.16933/sfle.2020.34.1.1

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키워드

영어 읽기 유창성읽기유창성 평가

초록

본 연구는 초등학생의 영어 읽기 유창성 평가를 위한 평가 규준을 마련하는 것이다. 읽기 유창성이란 텍스트를 정확하고 빠르게 읽고 나서 읽은내용을 기억하는 것이다. 유창성을 평가하는 방법은 텍스트를 1분간 구두로 읽게 한 후, 이를 통해 단어 인지 정확도, 읽기 속도(WCPM), 음성 표현력 등을 평가한다. 이때, 유창성 지표로 사용되는 읽기 속도는 측정 후에 그 값이 모집단에 비해 어느 정도인지를 판단하는 규준(norm)이 필요하다. 본 연구는 초등학생의 영어 읽기 유창성 규준 개발을 위해 먼저, 초등학생 4, 5, 6학년 1,360명을 전국의 대, 중, 소도시에서 유층표집하여 일대일로 유창성을 평가하였다. 수집된 데이터로 학생들의 유창성 특징을분석한 후, 이를 바탕으로 유창성에 영향을 미치는 여러 요인을 분석하고요인별로 범주를 조건화하여 통계 처리 후, 최종적으로 초등학생의 영어읽기 유창성 평가 규준을 산출하였다. 도출된 유창성 평가 기준을 바탕으로 유창성 평가 결과의 적용 순서와 데이터 해석 방법, 현장에서의 사용방법 등을 상술하였다.

Abstract

The purpose of this study was to develop reading fluency norms for elementary school students. Although reading fluency plays an essential role to comprehension, it is duly considered neither in curriculum nor in instruction. Reading fluency assessment provides reliable and valid indicators of achievement with which to measure individual student standing at a given time or to index student progress over time. However, there is no local norms for assessing reading fluency in Korea. To accomplish the purpose, this study was implemented in the following steps: Firstly, reading texts for test were developed for the 3rd, 4th, 5th, and 6th grade students, and 1,781 oral reading data was collected using ratified sampling from 3rd graders through 6th ones in 16 primary schools. Secondly, students were assessed by one-minute oral reading and their reading was coded as word recognition, reading rate, comprehension, and reading prosody for statistical analysis. Students fluency showed a big gap between districts where schools were located. On the basis of analyzed data, three key elements that were influential on reading fluency were selected and examined for determining fluency norms. Finally, using statistic analysis, fluency norms were developed for students in grades 4 through 6. Based on the results, some implications on reading instruction and curriculum were suggested.

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관련 논문AI추천

초등학생의 영어 읽기 유창성 발달이윤외국어교육연구소 · 외국어교육연구2018 · 제32권 제1호영어 읽기 유창성과 읽기 이해력 간의 정준상관분석우길주, 정은경새한영어영문학회 · 새한영어영문학2012 · 제54권 제4호영어읽기 유창성 세부 영역 간 상관 분석우길주, 이윤영한국언어과학회 · 언어과학2017 · 제24권 제1호기초 문해력으로서의 읽기 유창성 발달 - 초등학교 1학년 학생들을 중심으로 -방상호, 윤준채한국초등국어교육학회 · 한국초등국어교육2021 · 제72호초등학생의 영어 독서능력지수 기준 개발김정렬, 신소라, 이제영현대영어교육학회 · 현대영어교육2011 · 제12권 제1호초등학교 읽기장애 학생과 일반 학생의 읽기 유창성 특성 및 오류 유형 비교 연구김애화, 박성희한국특수교육문제연구소 · 특수교육저널:이론과 실천2010 · 제11권 제4호

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