영어 시작단계 아동의 리터러시 핵심영역 준비도 격차분석

Abstract

This study examined the foundational English literacy skills of 128 third-grade students from four classes in a public elementary school located in a metropolitan area of South Korea, with the aim of identifying disparities in their literacy competencies. All participants had received one semester of English as a Foreign Language(EFL) instruction. Employing the Acadience Reading K–6 framework, a diagnostic assessment consisting of 30 multiple-choice items was administered across eight literacy domains: Alphabetics, Letter Naming Fluency, First Sound Fluency, Phoneme Segment Fluency, Non-Sense Word Fluency, Word Decoding, and Maze. The results revealed marked differences in students’ literacy performance, with the onset age of English learning emerging as a significant factor influencing achievement. A multilevel analysis demonstrated a systematic yet uneven pattern of literacy development across domains. These findings highlight the need for targeted instruction to address domain-specific weaknesses and underscore the critical role of structured phonics-based instruction in the early stages of EFL learning. Based on the identified literacy gaps, the study offers systematic and pedagogical recommendations for implementing systematic interventions to strengthen students’ foundational literacy growth.