도식조직자의 지도가 읽기학습 부진아의 읽기 능력 향상에 미치는 효과

• 영문명: Effects of graphic organizer instruction on reading competence of elementary students with reading difficulty
• 발행기관: 한국어문교육학회
• 저자명: 유은임(Yu, Eun-im)
• 간행물 정보: 『어문학교육』어문학교육 제40집, 191~218쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.05.30

영문 초록

To use a language is not just a simple activity of reading or writing letters. Rather it is to grasp the meaning of the letters and to express it in user’s own language. In author’s own experience. most students who have reading difficulties do not use a language in the strict sense. It is not easy to improve their language ability. although teachers try to help them for their language ability and they have an eager desire to improve their language ability. This study has been motivated by a question of how the students with reading difficulty can improve their reading competence Man symbolizes informations visually and linguistically. When we hear a story. it is easy to understand and memorize the meaning of the story if we make concrete visual images in our mind. The graphic organizer instruction can be supposed to help the students who have reading difficulties to relate one of their‘ learning tasks to the other in meaningful way and to develop their cognitive structure. The purpose of this study is to improve the reading competence of students who have reading difficulties by graphic organizers. For this purpose , in chapter 2. I examine theories on the relationship between text structure and graphic organizer , the effect of graphic organizer on reading competence. characteristics of underachievement in reading and proper ways to use graphic organizers in teaching In chapter 3, I devise research method and procedures of this study project. To verify the research hypothesis ‘graphic organizers will improve reading competence of students who have reading difficulty. I design a special program for 34th grade children who have reading difficulties. In chapter 4. I explain about teaching contents in each stage of the program for improving underachievers’reading ability which is devised by the researcher using graphic organizers. I also illustrate a teaching model for each instructional unit according to researcher's idea of graphic organizer instruction. I present a practical example of instruction according to the program and introduce how the teaching method has been changed by this program‘ In chapter 5, I describe and analyse how the underachievers' reading competence has been improved through the program which consists of baseline test. 15 times interventions and maintenance stage. The students' reading competence has been gradually improved from the first stage of graphic organizer instruction. when the graphic organizer was divided into 4 stages and intervened into teaching, and the improvement has been stably kept up during the maintenance period. Therefore. it can be conclude that the graphic organizer instruction is effective to improve the reading competence of students with reading difficulties The significance of this study is that the reading competence of children with reading difficulties has been improved by graphic organizer instruction which helps children not only to acquire the form and the making rule of graphic organizers , but also to reconstruct the content of the text in their own language and thinking. This study provide an opportunity for‘teachers. to predict and to treat children’s responses In teaching and learning situation. based on children' s responses shown in this study report. The result of this study cannot be generalized. because this study has been conducted with only on 34th grade children who have reading difficulty focused only on explanatory texts. Therefore. for further studies. it is recommended to extend numbers of children and types of text and to develop a more effective method for improving reading competence by a more proper research design. It is also recommended to research into characteristics of students with reading difficulties based on children's responses which has been shown throughout the whole stages of graphic organizer instruction.

목차

l. 서론

II. 연구 절차 및 연구대상자의 특성

III. 읽기 능력 향상 프로그램 개발과 작용

IV. 도식조직자기 읽기 능력 향상과 유지에 미치는 효과

V. 결론

키워드

도식조직자 읽기학습 부진아 읽기 능력