유도적 읽기가 학습자의 자기 주도적 읽기 능력에 미치는 효과

• 영문명: The effects of guided reading on learners’ self-regulated reading ability
• 발행기관: 한국외국어교육학회
• 저자명: 정동빈(Jeong Dong-Bin) 석진이(Seok Jin-Yee)
• 간행물 정보: 『Foreign Languages Education』Vol.14 No.2, 287~303쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.06.30

영문 초록

  The purpose of this study was to investigate the effects of guided reading on learners’ self-regulated reading ability. Guided reading is a teaching method that gives learners the opportunity to practice their own reading strategies. Eventually, learners become able to generate their self-regulated reading strategies. Guided reading is based on the gradual release of responsibility model (GRRM), which is closely related to the process of gaining an apprenticeship in constructivism. In order to study the effects of guided reading on learners’ self-regulated reading ability, two classes of 5th graders in a primary school in Seoul participated in this study. One class received guided reading instruction to practice their English reading strategies and the other class received English reading instruction according to the seventh English curriculum in Korea. The results of this study showed that the experimental group who received guided reading instruction based on GRRM achieved a higher score in the post test than the control group who did not receive guided reading instruction. They also showed more confidence in reading English.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경 및 선행 연구
Ⅲ. 연구 방법
Ⅳ. 연구 결과
Ⅴ. 논의 및 연구의 제한점
참고문헌

키워드

guided reading self-regulatory reading 유도적 읽기 자기 조절 읽기