Earticle

초록

영어

The purpose of this pilot study is to develop a basic English reading ability self-diagnosis program. To this end, the components of basic literacy competencies were extracted, and a recognized literacy diagnosis program including the Academic Reading K-6(AR K-6) program was reviewed. Two diagnostic programs, the Academic Reading K-6 diagnostic program, and the Self-Diagnostic Reading Ability Program (SDRA) were applied to 21 3rd graders selected through pre-interviews, and the correlation of the detailed sub-area was analyzed. The results of the study are summarized as follows. The total SDRA score calculated by the AR K-6 diagnostic program show that the degree of arithmetic relevance between the two sub-areas is high, although statistical significance is difficult to grasp. Comparing the indices of each detailed area of the two diagnostic programs, it was analyzed that there was a relatively strong correlation in LNF NWF RCS, the post-basic phonics stage, in the six-area onset stage of literacy. In conclusion, the correlation between the two diagnostic programs was relatively strong in the post-basic phonics stage. Furthermore, it was suggested that in order to develop a more reliable and valid SDRA program, it was necessary to modify and supplement the measurement of the literacy beginning stage, including phonemic awareness.

목차

Abstract
1. 서론
2. 이론적 배경
2.1. 기초 리터러시 능력 요인분석
2.2. 기초리터러시 진단 프로그램 분석
2.3. AR K-6(Acadience Reading K-6) 분석
3. 연구방법 및 절차
3.1. 연구의 개요 및 절차
3.2 연구대상자 선정
3.3 기초 진단 프로그램 선정과 SDRA 개발과정
4. 연구결과
4.1. AR K-6와 SDRA 세부영역별 상관관계 요약
4.2. AR K-6의 RCS와 세부영역 상관관계
4.3. SDRA의 RCS와 읽기 세부영역 상관관계
4.4. LNF와 SDRA 세부영역 상관관계
4.5. AR K-6 와 SDRA의 세부영역 상관관계
5. 결론 및 제언
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저자

• 우길주 [ Kiljoo Woo | 부산교육대학교/교수 ]

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