명시적 영어 음소 인식지도가 초등학생의 초기 문식성에 미치는 효과

• 영문명: The Effects of Explicit English Phonemic Awareness Instruction on the Early Literacy of Elementary School Students
• 발행기관: 한국초등영어교육학회
• 저자명: 김정렬(Kim, Jeong-ryeol) 손연희(Son, Yeon Hee)
• 간행물 정보: 『초등영어교육』제18권 2호, 5~32쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.08.31

영문 초록

The purpose of this study was to examine the effect of phonemic awareness instruction of fourth grade elementary learners’ reading and writing literacy using English story books. To fulfill the purpose of this research, 53 fourth graders were included in this study. The students were divided into two groups and tested twice a week for 15 weeks in their regular English class. The experimental group was given phonemic awareness instruction using English story books, and the control group was given standard reading instruction using the same English story books. To measure the effects, the analysis of learners’ English reading and writing literacy abilities were conducted. DIBELS(Dynamic Indicators of Basic Early Literacy Skills) and writing test were introduced for pre and post experiment, and the pre and post interview results were analyzed by descriptive statistics and frequency analysis. The findings were as follows: Four types of DIBELS(ISF, PSF, LNF, NWF) test showed a statistically significant improvement between the results of the experimental class and the compared class. However, in the case of the LNF test, two groups’ pre test results were too high to show a statistically significant improvement, but it did prove to be more influential on the leaners’ reading ability positively. Phonemic awareness instruction was also effective in improving the learners’ writing literacy abilities than the standard reading instruction.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 결론 및 제언

참고 문헌

키워드

음소 인식 문식성 스토리 북 phonemic awareness literacy story book