Graphic Organizers as Learning Aids in Integrated Reading-Writing Lessons for Korean Elementary School Students
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초록
This study investigated the use of graphic organizers (GOs) as aids for integrating reading and writing in order to improve the performance of both skills. Specifically research centered on whether GO use influences reading comprehension, and whether GO use influences writing task performance. This study was performed on an after-school program for primary school students of mixed levels. For eight weeks, two low- and high-level elementary school students experienced learning reading through English-language newspapers. In order to answer the research questions, GO use results, reading quizzes, writing tests, a survey were employed to probe the influence of GO use on the reading and writing abilities of students in the differing groupings. Both quantitative and qualitative data were collected and analyzed. It was found that use of GOs as an instructional tool improved the reading comprehension ability of both learner groups, with the low-level improving quiz scores and the high-level improving reading speed. GO use also aided in the organization and development of writing content, and freed up high-level learners to enrich their word choice and writing mechanics. Based on study findings, it could be concluded that although GO use mediates reading and writing differently, the effect is positive for both levels of primary school learners.
Abstract
This study investigated the use of graphic organizers (GOs) as aids for integrating reading and writing in order to improve the performance of both skills. Specifically research centered on whether GO use influences reading comprehension, and whether GO use influences writing task performance. This study was performed on an after-school program for primary school students of mixed levels. For eight weeks, two low- and high-level elementary school students experienced learning reading through English-language newspapers. In order to answer the research questions, GO use results, reading quizzes, writing tests, a survey were employed to probe the influence of GO use on the reading and writing abilities of students in the differing groupings. Both quantitative and qualitative data were collected and analyzed. It was found that use of GOs as an instructional tool improved the reading comprehension ability of both learner groups, with the low-level improving quiz scores and the high-level improving reading speed. GO use also aided in the organization and development of writing content, and freed up high-level learners to enrich their word choice and writing mechanics. Based on study findings, it could be concluded that although GO use mediates reading and writing differently, the effect is positive for both levels of primary school learners.
참고문헌 (20)
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