S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.70 (2006)
읽기 부진학생의 읽기 과정에 관한 연구
A Study on the Features of Reading Underachievers and Instructional Methods
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.70, pp. 1-33
- This study is aimed to clarify the features of reading process of reading disability students which I believe help find a teaching scheme adequate to middle school students with reading underachievement. The analysis of product of students' reading operation shows the difference between lower level students and higher level students is very large. To solve this problem of reading underachievers, we should make a diagnosis of what problems they have in reading process and in what point they are weak. On this ground, I extracted the features of reading underachievers in reading process through the thinking aloud method. I got following features of middle school reading underachievers through this study. First, the speed is low in reading aloud owing to the lack of fluency, and misreadings appear frequently, which show reading underachievers misunderstand the contents. Second, they lack lexical competences, strategy of conceptualization, and comprehension of various usage of a word. Third, they can't analyze the contents deeply because they mostly ask superficial questions to understand the contents, and they often leave out some parts they should read. Forth, they rarely infer writers, genre, characteristics, and succeeding contents. Furthermore, they can't make consecutive inference from sentences and as a result of lack of logic and ability to connect their background knowledges with the contents they misunderstand the contents. Fifth, they can rarely give evaluation or appreciation of an article as a whole and their appreciations of a part of an article are low-grade. On these grounds, I asserted that reading aloud can be an useful method of evaluating the reading ability of students at middle school level. Furthermore, I proposed methods to improve conceptualizing, decoding, inference, evaluating, and appreciating ability.