반복 읽기에서 음소 지도가 초등학생의 영어 읽기 유창성에 미치는 효과
The effects of phonemic awareness instruction with repeated reading on elementary school student’s English reading fluency
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초록
The purpose of the current study is to explore the effects of phonemic awareness instruction along with repeated reading on elementary school students’ English reading fluency. For this study, 108 fifth grade elementary school students were selected and divided into two groups: While group A was instructed by repeated reading along with the phonemic awareness activities, group B was taught only by repeated reading for twelve weeks. After the experiment, a post-test was carried out to assess their word recognition, reading rate, prosody, and comprehension skills. A t-test was utilized to make a statistical analysis of the collected data. The analyzed data showed the following results: Both groups showed significant progress on reading accuracy, reading rate, prosody, and comprehension. However, the group taught by phonemic awareness activities and repeated reading performed better than the group taught only by repeated reading on reading accuracy and prosody. On the basis of the analysis, it could be concluded that phonemic awareness activities led to increased reading accuracy, prosody and comprehension. Given the findings of the study, some ideas for enhancing reading fluency were suggested.
Abstract
The purpose of the current study is to explore the effects of phonemic awareness instruction along with repeated reading on elementary school students’ English reading fluency. For this study, 108 fifth grade elementary school students were selected and divided into two groups: While group A was instructed by repeated reading along with the phonemic awareness activities, group B was taught only by repeated reading for twelve weeks. After the experiment, a post-test was carried out to assess their word recognition, reading rate, prosody, and comprehension skills. A t-test was utilized to make a statistical analysis of the collected data. The analyzed data showed the following results: Both groups showed significant progress on reading accuracy, reading rate, prosody, and comprehension. However, the group taught by phonemic awareness activities and repeated reading performed better than the group taught only by repeated reading on reading accuracy and prosody. On the basis of the analysis, it could be concluded that phonemic awareness activities led to increased reading accuracy, prosody and comprehension. Given the findings of the study, some ideas for enhancing reading fluency were suggested.
참고문헌 (36)
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