저소득층 가정 아동의 읽기 유창성 중재 효과
Intervention Effect on Reading Fluency for Children from Low-Income Families
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The study investigated the effects of reading intervention to enhance reading fluency for children from low-incomefamilies. The participants were 20 children from low-income families who are in grades 1 to 3. To qualify for participationin this study, all children had to score below 30 % ile on the Receptive vocabulary Test of the Expressive and ReceptiveVocabulary Test or the Word reading fluency of the Korean Language-Based Reading Assessment. Participants were randomlyassigned to the intervention (n=10) or control (n=10) group. The intervention group participated in the individualizedintervention program using the guided repeated reading and the corrective feedback strategies. The results showed thatparticipants in the intervention group performed better on reading fluency than those in the control group after participating inthe intervention program. Specifically, guided repeated reading with corrective feedback strategies produced significantimprovement on generalization to unpracticed passages as well as practiced passages. The results of this study suggest thatguided repeated reading with corrective feedback is effective for enhancing reading fluency for children in Korea. Furtherstudy is needed in order to develop language-specific reading intervention.
Abstract
The study investigated the effects of reading intervention to enhance reading fluency for children from low-incomefamilies. The participants were 20 children from low-income families who are in grades 1 to 3. To qualify for participationin this study, all children had to score below 30 % ile on the Receptive vocabulary Test of the Expressive and ReceptiveVocabulary Test or the Word reading fluency of the Korean Language-Based Reading Assessment. Participants were randomlyassigned to the intervention (n=10) or control (n=10) group. The intervention group participated in the individualizedintervention program using the guided repeated reading and the corrective feedback strategies. The results showed thatparticipants in the intervention group performed better on reading fluency than those in the control group after participating inthe intervention program. Specifically, guided repeated reading with corrective feedback strategies produced significantimprovement on generalization to unpracticed passages as well as practiced passages. The results of this study suggest thatguided repeated reading with corrective feedback is effective for enhancing reading fluency for children in Korea. Furtherstudy is needed in order to develop language-specific reading intervention.
참고문헌 (32)
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