유창성과 사실적 이해 능력에 따른 읽기 저성취 집단의 추론적 이해 능력 차이 분석
Analysis of the Difference in Inferential Comprehension Ability of the low-achieving groups in reading according to fluency and factual comprehension
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본 연구의 목적은 초등학교 5학년 읽기 저성취 집단을 유창성과 사실적 이해 능력에 따라 유형화하고, 읽기 저성취집단 간 추론적 이해 능력의 차이가 있는가를 확인하는 데 있다. 이를 위하여 5개 시도 초등학교 5학년 439명을대상으로 묵독유창성, 사실적 이해, 추론적 이해 능력을 측정하는 검사를 시행하였다. 실시한 검사 간 상관관계를알아보기 위하여 상관 분석을 실시하였고, 읽기 저성취 집단 간 추론적 이해 능력 차이를 확인하고자 t 검증을 실시하였다. 연구결과 묵독유창성, 사실적 이해, 추론적 이해 능력 간의 유의한 상관관계를 확인하였다. 또한 읽기 저성취 집단을유창성과 사실적 이해 모두 하위 20%ile인 집단과 사실적 이해만 하위 20%ile인 집단으로 분류하였을 때 집단 간추론적 이해 하위 영역에서 모두 차이가 있는 것을 확인하였다. 이러한 연구 결과에 따라 논의 및 제언을 제시하였다
Abstract
The purpose of this study is to categorize the 5th grade reading low-achieving groups according to fluency and factual comprehension ability, and to check whether there is a difference in inferential comprehension ability between the reading low-achieving groups. For this purpose, the fluency of silent reading, literal comprehension, and inferential comprehension skills measures were conducted targeting 439 fifth graders of elementary schools in five cities and provinces. Correlation analysis was performed to examine the correlation between the tests, and the t-test was performed to confirm the difference in inferential comprehension ability between the low-achieving reading groups. As a result, a significant correlation was confirmed between the silent reading fluency, literal comprehension, and inferential comprehension. Also, there was a difference in inferential comprehension ability between the reading low-achieving groups. Discussions and suggestions are presented according to the results of this study.
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