지문먼저 읽기와 문제먼저 읽기 전략 차이가 읽기시험 수행에 미치는 영향
The Influence of a Strategy Difference, Reading Passages or Questions First, on Reading Test Performance.
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This study examined which sequence was more helpful to performance on a reading test: Reading passages or the questions first. A total of 147 high school students divided into two groups participated in the study. Each group took a different version of the test: Version 1 had passages first; Version 2 had questions first. Data were analyzed using MANCOVA. The mean reading performances were not significantly different between the two version groups. These results held true for both lower- and upper- proficiency groups. Thus, the issue of whether one reads passages first or questions first turned out not to matter. Whether test-takers read passages or questions first, in terms of their approach to actually solving the problems, they alternated passage reading and question reading. These results suggest two: (1) claiming an advantage of one strategy over the other would be inappropriate due to the unique nature of reading (i.e., referring back); (2) students and teachers would do well not to rely on strict sequencing strategies, which might be misleading.
Abstract
This study examined which sequence was more helpful to performance on a reading test: Reading passages or the questions first. A total of 147 high school students divided into two groups participated in the study. Each group took a different version of the test: Version 1 had passages first; Version 2 had questions first. Data were analyzed using MANCOVA. The mean reading performances were not significantly different between the two version groups. These results held true for both lower- and upper- proficiency groups. Thus, the issue of whether one reads passages first or questions first turned out not to matter. Whether test-takers read passages or questions first, in terms of their approach to actually solving the problems, they alternated passage reading and question reading. These results suggest two: (1) claiming an advantage of one strategy over the other would be inappropriate due to the unique nature of reading (i.e., referring back); (2) students and teachers would do well not to rely on strict sequencing strategies, which might be misleading.
참고문헌 (24)
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