초등학생의 단어 인지 전략과 교과서 영향 탐색
Word recognition strategies of elementary school students and the effects of textbooks on their strategy use.
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The purpose of the current study was to explore elementary school students’ word recognition strategies and to examine the effects of English textbooks on their strategy use. Word identification responses of one hundred and seventy 3rd, 4th, and 5th graders were obtained in order to infer their word recognition strategies. From their oral reading, only reading errors were analyzed for evaluating their strategy use. The strategies of individual children were identified using the criteria established for classification. The analyzed data showed that sight word strategies were used by students at all grades dominantly, but the use of phonics strategies increased at 4th and 5th grades. This indicates that students’ strategies are gradually changed from sight word strategies to phonics strategies as their reading skills develop. In particular, low achievers used sight word strategies substantially while high achievers used phonics strategies. Results indicate that the English textbooks children are exposed to may shape students’ word recognition strategies. On the basis of results, suggestions for supporting beginning readers are provided.
Abstract
The purpose of the current study was to explore elementary school students’ word recognition strategies and to examine the effects of English textbooks on their strategy use. Word identification responses of one hundred and seventy 3rd, 4th, and 5th graders were obtained in order to infer their word recognition strategies. From their oral reading, only reading errors were analyzed for evaluating their strategy use. The strategies of individual children were identified using the criteria established for classification. The analyzed data showed that sight word strategies were used by students at all grades dominantly, but the use of phonics strategies increased at 4th and 5th grades. This indicates that students’ strategies are gradually changed from sight word strategies to phonics strategies as their reading skills develop. In particular, low achievers used sight word strategies substantially while high achievers used phonics strategies. Results indicate that the English textbooks children are exposed to may shape students’ word recognition strategies. On the basis of results, suggestions for supporting beginning readers are provided.
참고문헌 (32)
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