한국어 읽기 전략 교수의 효과에 대한 메타분석

• 영문명: A Meta-analysis on the Effects of Reading Strategy Instruction in Korean Reading Education
• 발행기관: 이중언어학회
• 저자명: 백재파
• 간행물 정보: 『이중언어학』제67호, 161~191쪽, 전체 31쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2017.06.30

영문 초록

This study aims to systematically examine the effects of reading strategy instruction in Korean reading education. To accomplish this goal, a total of 38 effect sizes were produced from 23 related studies and meta-analyzed. The major implications of this research are as follows: First, the overall effect size was .739. This is a medium effect size and implies that the treated group showed an improvement bigger than the control group by 28.52 percentile. Second, the effect size of cognitive strategy teaching (ES=.854) was greater than that of meta-cognitive strategy teaching (ES=.751). Third, the analysis of the moderator effects revealed that none of the five variables (language group, proficiency, number of students, number of lessons, and learning purpose) had a statistically significant impact on the result. Detailed findings and pedagogical suggestions are also discussed.

목차

1. 서론

2. 분석 방법

3. 분석 결과

4. 논의

5. 결론

참고 문헌

키워드

읽기 전략의 효과 읽기 전략 한국어 읽기 인지 전략 상위인지 전략 메타분석 effects of reading strategy reading strategy Korean reading cognitive strategy meta-cognitive strategy meta-analysis