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초록

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The purpose of the present study was to analyze the effects of intensive reading and workbook intervention on five essential components in reading-camp context and its empirical application to English reading instruction. Participants were 146 students in Grades 1 to 6 from an elementary school participated in the study, and the testing period lasted about 6 months. The participants were divided into 4 levels according to pre- and post- tests of the DIBELS(Dynamic Indicate Basic Early Literacy Skills) test, as well as FSF(First Sound Fluency), NWF(Non-sense Word Fluency), DORF(Dibels Oral Reading Fluency), and DAZE(Dibels Maze) test scores. To measure the effects, the analysis of learners’ English reading ability, especially in the field of four specific areas(FSF, NWF, DORF, DAZE) and its correlation, was conducted. The findings were as follows: Four specific areas of the DIBELS test showed a statistically significant improvement between the results of the pre- and post- test scores. Furthermore, analysis of the test scores showed that there is a strong correlation between the four test areas. The study also suggested that the group which used workbook intervention with a storybook was more effective in improving the learners’ reading abilities than the group which only used a storybook

목차

Abstract
 1. 연구의 필요성 및 목적
 2. 이론적 배경
  2.1. 읽기의 범주와 핵심영역
  2.2. 읽기 핵심 세부영역
  2.3. 읽기의 발달과정과 진단도구
 3. 연구방법 및 절차
 4. 연구결과 및 논의
  4.1. 집중적 책읽기가 읽기 세부능력에 미치는 효과
  4.2. 영역별 상관분석
  4.3. 워크북 활용 수업의 효과
  4.4. 논의
 5. 결론 및 제언
 참고문헌

키워드

읽기 리터러시 디벨스 음소인식 단어해독능력 구두유창성 이해력 reading literacy DIBELS FSF NWF DORF DAZE

저자

• 우길주 [ Kiljoo Woo | 부산교육대학교 ]

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