중학생의 읽기유창성 특성 연구
Reading Fluency of Middle School Students in Korea: Reading Developmental Patterns and Error Patterns
2
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
읽기유창성은 읽기이해와 유의한 관련성이 있는 변인으로, 읽기유창성의 어려움은 초등학생뿐 아니라 중등학년의 학생들에게도 나타난다. 하지만 국내에서는 중학생을 대상으로 읽기유창성의 특성을 살펴본 연구가 제한적으로 발표되었다. 이에 본 연구에서는 중학교 1학년에서 3학년까지의 전 학년을 대상으로 학년에 따른 읽기유창성 발달패턴을 살펴보고, 중학생이 글을 읽는 과정에서 나타내는 오류 유형 및 그 빈도를 살펴보고자 하였다. 우선, 중학교 각 학년의 수준을 고려하여 읽기 지문을 개발하고, 학생들(총 167명)을 대상으로 읽기유창성을 평가하여 학년에 따른 읽기유창성의 발달패턴 및 글을 읽는 과정에서 산출되는 오류 유형과 그 빈도를 알아보았다. 연구 결과를 요약하면 다음과 같다. 첫째, 읽기유창성 평가에 대한 양적 분석 결과, 학년 간 유의한 차이가 없는 것으로 나타났다. 둘째, 어절 수준에서의 오류 분석 결과, 대치 오류의 빈도가 가장 높게 나타났고 자기교정과 생략이 그 뒤를 이었다. 또한 어절 수준에서의 전체 오류 가운데 조사, 어미 등 형식형태소가 차지하는 비중이 높은 것으로 나타났다. 셋째, 텍스트 수준에서의 오류 분석 결과, 의미적으로 수용 가능한 오류가 수용 가능치 않은 오류보다 높게 나타났으며 문법적으로 수용 가능한 오류가 수용 가능치 않은 오류보다 높게 나타났다. 본 연구의 결과를 종합하면, 중학교에서의 읽기유창성은 양적으로는 1학년부터 3학년 시기까지, 유의한 차이가 없는 것으로 나타났다. 질적으로는 ‘올바르게 읽지 못하는 오류’가 줄면서 점차 ‘스스로 교정하거나 반복하는 오류’가 증가하는 발달패턴을 보인다고 할 수 있다.
Abstract
Reading fluency is significantly related to reading comprehension and dfficulty in reading fluency appears not only in elementary school students but also in secondary school students. However, a limited number of studies have been published to examine the characteristics of reading fluency among middle school students in Korea. The purpose of this study was to examine the characteristics of reading fluency according to the grade level of middle school students, and to examine the types of errors and their frequencies. A total of 167 students were tested for reading fluency. The developmental patterns of reading fluency across grades and the types of errors and their frequencies were analyzed. The results of the study are as follows. First, reading fluency results showed that there was no significant difference across grades. Second, as a result of error analysis at the word level, replacement errors appeared most frequently, followed by self-correction and omission. In addition, the proportion of formal morphemes was high among the errors at the word level. Third, as a result of error analysis at the text level, the occurrence of errors in which the meaning of the sentence is maintained was higher than that of those that do not, and the occurrence of errors that are grammatically unproblematic was also higher than that of those that do not. Based on the results of this study, it can be concluded that reading fluency does not differ significantly in quantity from the first grade to the third grade in middle schools. However, there is a continuous development pattern, as 'unreadable errors' are reduced in quality and 'self-correcting or repeating errors' are gradually increasing.
참고문헌 (47)
- 고려대학교민족문화연구원, "고려대 한국어대사전" (2009), 고려대학교민족문화연구원
- 고영근, "우리말 문법론" (2018), 집문당
- "교육부 국가수준학업성취도평가" (2019)[URL]
- 2015, , ~
- 구본관, "한국어 문법 총론 2" (2016), 집문당
- 김광해, "등급별 국어교육용 어휘" (2003), 박이정
- 김애화, "초등학교 읽기장애 학생과 일반 학생의 읽기 유창성 특성 및 오류 유형 비교 연구", 특수교육저널:이론과 실천, 11(4), pp.323~344 (2010), 한국특수교육문제연구소
- 김애화, "초등학생의 읽기유창성 특성 연구: 읽기유창성 발달 패턴 및 오류 유형 분석", Communication Sciences and Disorders, 15(1), pp.43~55 (2010), 한국언어청각임상학회
- 박신애, "중학생의 읽기 유창성 양상 연구", 리터러시 연구, 10(3), pp.487~519 (2019), 한국 리터러시 학회[DOI]
- 지학사 편집부, "국어문법 드릴북" (2019), 지학사
- 최성호, "한국어 조사와 어미의 성격 규정: 형태론과 통사론 경계 문제와 관련하여", 한글, 79(4), pp.793~828 (2018), 한글학회[DOI]
- Adams, M. J., "Beginning to read" (1990), MITPress
- Amendum, S. J., "Does text complexity matter in the elementary grades? A research synthesis of text difficulty and elementary students’ reading fluency and comprehension", Educational Psychology Review, 30(1), pp.121~151 (2018)
- Barth, A. E., "The effects of student and text characteristics on the oral reading fluency of middle-grade students", Journal of educational psychology, 106(1), pp.162~ (2014)
- Beatty. AS., "Listening to children read aloud" (1995), Office of Educational Research and Improvement, US Department of Education
- Begeny, J. C., "Increasing elementary-aged students’ reading fluency with small-group interventions : A comparison of repeated reading, listening passage preview, and listening only strategies", Journal of Behavioral Education, 18(3), pp.211~228 (2009)
- Best, R. M., "Differential competencies contributing to children's comprehension of narrative and expository texts", Reading psychology, 29(2), pp.137~164 (2008)
- Carnine, D., "Direct instruction reading" (1997), Merrill
- Chard, D. J., "A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities", Journal of learning disabilities, 35(5), pp.386~406 (2002)
- Clemens, N. H., "The prevalence of reading fluency and vocabulary difficulties among adolescents struggling with reading comprehension", Journal of Psychoeducational Assessment, 35(8), pp.785~798 (2017)
- Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading, "Danne, M. C.", National Center for Education Statistics, ~, pp.The Nation's Report Card. NCES 2006-469 (2005)
- Fogarty, M., "Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools : A focus on treatment fidelity", Educational Psychology Review, 26(3), pp.425~449 (2014)
- Goodman, Y. M., "Reading miscue inventory: Readings for taping" (1972)
- Goodman, Y., "Reading miscue inventory" (1987), Richard C
- Graesser, A. C., "Structural components of reading time", Journal of Verbal Learning and Verbal Behavior, 19(2), pp.135~151 (1980)
- Hawkins, R. O., "Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers", Psychology in the Schools, 48(1), pp.59~77 (2011)
- Hiebert, E. H., "The texts of literacy instruction:Obstacles to or opportunities for educational equity? OscarS", Causey address presented at the annual meeting of the Literacy Research Association (2016)
- Irwin, J. M., "An Analysis of Miscues in the Oral Reading of Canadian Indian Children", ~ (1969)
- Kucer, S. B., "Accuracy, miscues, and the comprehension of complex literary and scientific texts", Reading Psychology, 37(7), pp.1076~1095 (2016)
- LaBerge, D., "Toward a theory of automatic information processing in reading", Cognitive psychology, 6(2), pp.293~323 (1974)
- Lapp, D., "Using multiple text formats to explore scientific phenomena in middle school classrooms", Reading & Writing Quarterly : Overcoming Learning Difficulties, 11(2), pp.173~186 (1995)
- Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instructions, "National Reading Panel", U.S. Government Printing Office, ~, pp.NIH Publication No. 00-4769 (2000)
- Nese, J. F., "In search of average growth : Describing within-year oral reading fluency growth across Grades 1–8", Journal of School Psychology, 51(5), pp.625~642 (2013)
- Paige, D. D., "Engaging struggling adolescent readers through situational interest : A model proposing the relationships among extrinsic motivation, oral reading fluency, comprehension, and academic achievement", Reading Psychology, 32, pp.395~425 (2011)
- Paige, D. D., "Interpreting the relationships among prosody, automaticity, accuracy, and silent reading comprehension in secondary students", Journal of Literacy Research, 46(2), pp.123~156 (2014)
- Parker, R., "Greater validity for oral reading fluency : Can miscues help?", The Journal of Special Education, 25(4), pp.492~503 (1992)
- Listening to children read aloud, "Pinnell, G. S.", US Department of Education. National Center for Education Statistics, ~ (1995)
- Rasinski, T., "Fluency beyond the primary grades : Helping adolescent struggling readers", Voices from the Middle, 13(1), pp.34~ (2005)
- Rasinski, T. V., "Is reading fluency a key for successful high school reading?", Journal of Adolescent &Adult Literacy, 49(1), pp.22~27 (2005)
- Scammacca, N. K., "A meta-analysis of interventions for struggling readers in grades 4–12 : 1980–2011", Journal of learning disabilities, 48(4), pp.369~390 (2015)
- A multivariate study of factors that contribute to individual differences in performance on the Florida Comprehensive Reading Assessment Test, "Schatschneider, C.", Florida Center for Reading Research, ~ (2004)
- Schreder, S. J., "Targeting reading fluency through brief experimental analysis and parental intervention over the summer", Journal of Applied School Psychology, 28(2), pp.200~220 (2012)
- Schwanenflugel, P. J., "Becoming a fluent and automatic reader in the early elementary school years", Reading research quarterly, 41(4), pp.496~522 (2006)
- Solis, M., "Why intensive interventions matter : Longitudinal studies of adolescents with reading disabilities and poor reading comprehension", Learning Disability Quarterly, 37(4), pp.218~229 (2014)
- Wanzek, J., "Extensive reading interventions for students with reading difficulties after grade 3", Review of Educational Research, 83(2), pp.163~195 (2013)
- Welsch, R. G., "Using experimental analysis to determine interventions for reading fluency and recalls of students with learning disabilities", Learning Disability Quarterly, 30(2), pp.115~129 (2007)
- Williams, J. P., "Expository Text Comprehension in the Primary Grade Classroom", Journal of Educational Psychology, 97(4), pp.538~ (2005)