이야기 구조 교수의 읽기 이해에 대한 효과성 검토
A Review of Effects of Story Structure Instruction on Reading Comprehension of Stories
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초록
본 연구는 연구 종합이라는 연구 방법론을 사용하여 학생들의 읽기 이해에 대한 이야기 구조 교수의 전반적인 효과와 그것에 영향을 주는 중재 변인을 탐색하는 데 목적이 있다. 이를 위해, Hedges와 Olkin이 개발한 연구 종합 연구 방법론, 즉 효과의 크기(effect size)라는 지수를 사용하여 누적된 연구 결과들을 통계적으로 통합하여 검토하는 분석 방법을 사용하였다. 학생들의 읽기 이해에 대한 이야기 구조 교수의 전반적인 효과성을 분석한 결과에 따르면, 읽기 이해에 대한 이야기 구조 교수의 평균 효과의 크기는 .82로 매우 높은 효과의 크기를 나타냈다. 그리고 중재 변인에 대한 분석 결과에 의하면, 다양한 잠재적인 중재 변인들 가운데에서 교수의 형태가 유의미한 중재 변인으로 나타났다. 이러한 결과는 학생들에게 이야기 구조를 가르치는 것이 학생들의 이야기에 대한 이해를 촉진시킨다는 것을 나타내며, 그 효과성을 증폭시키기 위해서는 이야기 구조 교수에 쓰기나 토론 등과 같은 문식성 활동이 곁들여져야 함을 시사한다.
Abstract
The purposes of this study were to investigate the overall effect of story structure instruction on students' reading comprehension of narrative stories and to identify the moderator variables of story structure instruction on it. As a research method for this study, a research synthesis approach called as a meta-analytic review was used, which is a statistical technique for combining the findings from independent studies.From the result of the overall effect of story structure instruction on students' reading comprehension of narrative stories, the average effect size of story structure instruction on story reading comprehension was .82. It was considered as a very large effect size. Of a variety of potential moderator variables, instructional type was found to be a significant moderator variable for students' reading comprehension of narrative stories. These findings show that teaching story structure instruction to students can sufficiently facilitate their reading comprehension of narrative stories. Moreover, they indicate that story structure instruction combined with literacy activities such as talk and writing can play a crucial role in increasing their story reading comprehension.
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