Earticle

초록

영어

The purpose of this study is to analyze the effects of reading instruction using decodable books for elementary school students who have limited English reading abilities. Twenty-seven students from four regional elementary schools were selected and taught by nine university students who were trained of teaching early reading by the researcher. These university students taught elementary students for 12 weeks, two hours a week and through 20 minute phone lessons five days a week. Eight decodable books which include rhymes were selected and lesson plans which emphasized onset and rhyme awareness were made. Among 27 students, data from nine students, three 4th graders, three 5th graders, and three 6th graders, were analyzed. The results suggested that decodable books with repeated decodable words and with pre- and post-reading activities enabled the students to read without much difficulty. As students developed an awareness of’ phonemic sounds and able to blend onset and rhyme, they became confident and improved their reading ability. This study suggests that remedial reading instruction for students who have reading problems be started from the 4th grade to prevent more difficulties.

목차

I. 서론
 II. 이론적 배경
  1. 'decodable book'의 이해
  2. 초보 학습자의 문자 해독능력의 발달
  3. 초보 학습자의 각운 인식
  4. 'decodable book'을 활용한 각운 인식 지도
  5. 선행연구
 III. 연구 방법
  1. 연구 대상 선정
  2. 연구 기간 및 절차
  3. 자료수집 방법
  4. 자료 분석
  5. 'decodable book'을 활용한 교감학습의 수업내용과 교수학습 방법
 IV. 결과 분석
  1. 대상학생들의 이해
  2. 대상학생들의 읽기 능력의 변화
  3. 사전 사후 평가에서 본 흥미도, 자신감, 읽기전략의 변화
 V. 결론
 Works Cited
 Abstract

키워드

저자

• 송정미 [ Song JeongMee | 한국교통대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810