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선행지식과 교재친숙도가 독해의 사고구술 반응에 미치는 효과

Effects of Prior Knowledge and Text Familiarity on Think-Aloud Responses in Reading Comprehension

문선모|남경임
한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2009.11|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제12권 제3호|pp. 83-107

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키워드

reading instructionprotocol analysis프로토콜 분석prior knowledge읽기수업think-aloudreading comprehension strategy선행지식사고구술독해방략교재친숙도text familiarity
주제분류교육학

초록

중학교 3학년 학생들을 피험자로 하여 설명적 교재의 독해 시에 교재처리 과정을 관찰할 수 있 는 과정측도로서 사고구술 반응에 선행지식과 교재친숙도가 미치는 효과를 검증하였다. 사고구술 절차는 직접설명, 안내된 연습 및 독자 연습의 직접수업법에 기반을 두었다. 사고구술 반응은 피험 자의 사고구술 프로토콜 분석에서 시연․정교화․조직화․예측․교재반응․이해점검으로 분류되었 다. 그 결과 중학생은 이해점검 논평을 가장 많이 하였다. 특히 내용이 친숙한 교재의 경우 정교화 가 그리고 친숙치 않은 교재의 경우는 이해점검이 많이 나타나, 사고구술 반응유형은 교재친숙도와 상호작용효과를 보였다. 선행지식이 많은 학생이 적은 학생보다 사고구술 반응을 더 많이 하였다. 선행지식의 촉진효과는 교재친숙도와 관계없이 나타났다. 본 연구결과는 독해방략의 읽기지도에 유 용한 시사를 줄 것이다.

Abstract

The purpose of this study was to investigate the effects of prior knowledge and text familiarity on think-aloud responses in reading comprehension. The thinkaloud training procedure was based on traditional direct instruction including direct explanation, guided practice and independent practice. In experiment a mixed, between-subjects, within-subjects, design was used. One between-subjects factor was level of prior knowledge (high․low). Two withinsubjects factors were text familiarity (more-familar․less-familiar) and types of think-aloud responses (rehearsal․elaboration․organization․prediction․text response․ comprehension monitoring). The criterion variable was the frequencies of think-aloud responses used in subject's think-aloud protocols. All subjects were 18 junior high school students selected randomly on the basis of levels of prior knowledge about the theme of stimulus material. Stimulus materials were two expository texts. One was more-familiar and the other was less-familiar, but the length of the texts was similar in ranging from about 169 to 188 words. While thinking aloud on reading expository text, junior high school students produced comprehension monitoring comments dominantly in their protocols. In particular, elaboration for more-familiar text and comprehension monitoring for less-familiar text were appeared more. Comprehension monitoring and elaboration comments may be based on activated prior knowledge. Students with high prior knowledge produced more think-aloud comments. These facilitative effects of prior knowledge appeared regardless of text familiarity.

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