KWL 활동이 읽기학습 부진 아동의 독해력에 미치는 영향
초록/요약
이 연구는 초등학교에서 읽기학습 부진아를 대상으로 KWL 활동을 하여 읽기 학습방안을 모색해보고 이 활동을 적용하여 읽기 학습부진아의 독해력에 미치는 영향을 알아보고자 하는데 목적을 두었다. 연구의 대상은 수원시에 위치하고 있는 S초등학교에 재학 중인 5학년 어린이중 읽기 학습 부진아인 3명을 선정하여, 7주간 21차시의 KWL 활동을 적용하였다. KWL 활동의 방법은 KWL 활동의 방법을 알려주고 읽기학습 부진 아동에게 적합한 읽기 자료를 제공한 후 30-40분 동안 KWL 활동지를 하였다. KWL 활동을 실시한 결과 세 아동들 개인적인 차이는 있었으나 사전 독해력 점수의 합보다 실험을 실시한 후에 독해력 점수의 합이 높게 나왔으며 독해의 평가 요소인 사실인식능력, 추론능력, 일반화능력에 대하여 점수의 합을 비교하였다 그 결과 실험 후 독해력 점수의 합이 높게 나왔으며 독해요소별 평가요소에 있어서도 실험 전보다 실험 후 높게 나왔다. KWL 활동은 독해력을 향상시키는데 효과가 있었다. 그러나 이 연구결과는 소수의 아동을 대상으로 단기간에 국어 교과서에 수록된 글을 가지고 효과를 검증하였으므로 KWL 활동을 적용한 읽기학습의 효과를 일반화시키는 데는 한계가 있다. 따라서 이 연구결과를 일반화하기 위해서는 학습대상 아동을 다양화 하고 국어읽기 학습의 장르를 다양화하는 것이 필요하다. 또한 이 연구는 학습부진아동을 대상으로 실시하였으므로 특수교육 분야에서 정신지체 및 다른 장애군 어린이들에게 KWL 활동을 적용하는 방법을 생각해 보는 것도 매우 의미가 있는 일일 것이다. 또한 읽기 교과 이외의 다른 교과에도 적용하여 보는 후속연구가 필요하다.
more목차
목 차
Ⅰ. 서론 ·············································································· 1
1. 연구의 필요성 ····································································· 1
2. 연구의 목적 ········································································ 4
3. 용어의 정의 ········································································ 5
4. 연구의 제한점····································································· 6
Ⅱ. 이론적 배경 ··································································· 7
1. 배경지식과 KWL 활동 ·························································· 7
2. 독해력 ············································································· 14
3. 읽기 학습 부진아 ································································ 19
4. 선행연구 고찰 ································································ 26
Ⅲ. 연구방법 ······································································· 29
1. 연구대상 ·········································································· 29
2. 실험설계 ·········································································· 31
3. 실험처치 ·········································································· 32
4. 측정도구 ·········································································· 36
5. 자료분석 ·········································································· 38
Ⅳ. 연구결과 및 논의 ·························································· 40
1. 읽기 학습부진 아동의 사실 인식능력 비교··································· 40
2. 읽기 학습부진 아동의 추론 능력 비교········································· 41
3. 읽기 학습부진 아동의 일반화 능력 비교······································ 42
4. 읽기 학습부진 아동의 독해력 비교············································· 44
5. 논 의················································································ 45
Ⅴ. 결론 및 제언 ································································ 47
1. 결론 ··············································································· 47
2. 제언 ··············································································· 48
참고문헌 ············································································ 49
부 록 ············································································· 54
표 목 차
<표 Ⅱ-1> KWL 활동 ···························································· 13
<표 Ⅱ-2> 읽기 기능 분류표 ···················································· 17
<표 Ⅱ-3> 독해 평가의 기능 목표 ············································· 18
<표 Ⅲ-1> 대상 아동의 배경 정보 ············································· 29
<표 Ⅲ-2> 연구의 절차 ·························································· 32
<표 Ⅲ-3> 훈련문 목록 ·························································· 35
<표 Ⅲ-4> 독해평가의 기능목표 ················································ 37
<표 Ⅲ-5>사전. 사후 독해력 검사지 문항 구성표 ···························· 38
<표 Ⅳ-1> 읽기 학습부진 아동의 사실 인식 능력 ··························· 40
<표 Ⅳ-2> 읽기 학습부진 아동의 추론능력 ··································· 42
<표 Ⅳ-3> 읽기 학습부진 아동의 일반화 능력 ······························· 43
<표 Ⅳ-4> 읽기 학습부진 아동의 독해 능력 ································· 44
그림 목차
<그림 Ⅲ-1> KWL 활동 절차 ·················································· 34
<그림 Ⅳ-1> 사실 인식 능력 비교 그래프 ···································· 41
<그림 Ⅳ-2> 추론 능력 비교 그래프 ·········································· 42
<그림 Ⅳ-3> 일반화 능력 비교 그래프 ········································ 43
<그림 Ⅳ-4> 사전. 사후 독해 능력 비교 그래프 ····························· 44
