Decodable book을 활용한 초등영어 읽기부진아 지도 효과
The Effectiveness of Using Decodable Books to Teach Elementary School Students with Limited English Reading Abilities
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참고문헌
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초록
The purpose of this study is to analyze the effects of reading instruction using decodable books for elementary school students who have limited English reading abilities. Twenty-seven students from four regional elementary schools were selected and taught by nine university students who were trained of teaching early reading by the researcher. These university students taught elementary students for 12 weeks, two hours a week and through 20 minute phone lessons five days a week. Eight decodable books which include rhymes were selected and lesson plans which emphasized onset and rhyme awareness were made. Among 27 students, data from nine students, three 4th graders, three 5th graders, and three 6th graders, were analyzed. The results suggested that decodable books with repeated decodable words and with pre- and post-reading activities enabled the students to read without much difficulty. As students developed an awareness of’ phonemic sounds and able to blend onset and rhyme, they became confident and improved their reading ability. This study suggests that remedial reading instruction for students who have reading problems be started from the 4th grade to prevent more difficulties.
Abstract
The purpose of this study is to analyze the effects of reading instruction using decodable books for elementary school students who have limited English reading abilities. Twenty-seven students from four regional elementary schools were selected and taught by nine university students who were trained of teaching early reading by the researcher. These university students taught elementary students for 12 weeks, two hours a week and through 20 minute phone lessons five days a week. Eight decodable books which include rhymes were selected and lesson plans which emphasized onset and rhyme awareness were made. Among 27 students, data from nine students, three 4th graders, three 5th graders, and three 6th graders, were analyzed. The results suggested that decodable books with repeated decodable words and with pre- and post-reading activities enabled the students to read without much difficulty. As students developed an awareness of’ phonemic sounds and able to blend onset and rhyme, they became confident and improved their reading ability. This study suggests that remedial reading instruction for students who have reading problems be started from the 4th grade to prevent more difficulties.
참고문헌 (14)
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