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신체적 음소인식 활동이 초등학생의 초기 영어 문식성에 미치는 효과
Effects of Phonemic Awareness Instruction Using Physical Activities on Elementary School Students’ Early English Literacy

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Authors
김종걸; 김정렬; 이제영
Issue Date
2018-09-30
Publisher
서울대학교 교육종합연구원
Citation
The SNU Journal of Education Research, Vol.27 No.3, pp. 117-137
Keywords
literacyphonemic awarenessphysical activitiestotal physical responseprimary English education문식력음소인식신체활동전신반응교수법초등영어교육
Description
이 논문은 1저자의 석사 학위 논문을 재구성 및 수정한 것임
Abstract
The purpose of this study was to examine the effects of physical activity-based phonemic awareness instruction on elementary students’ English literacy. The experimental group was given phonemic awareness instruction using physical activities whereas the control group was given standard reading instruction. DIBELS(Dynamic Indicators of Basic Early Literacy Skills) was introduced for pre- and post-test, and the teacher’s teaching log was analyzed. The findings were as follows: Two types of DIBELS(PSF, NWF) test showed a statistically significant improvement between two groups. Phonemic awareness instruction using physical activities turned out to be effective in improving the learners' literacy abilities than the standard phonemic awareness instruction.
본 연구의 목적은 신체활동을 결합한 음소인식 학습을 적용하여 초등학생들의 초기 문식능력에 미치는 영향을 살펴보는 것이다. 이를 위해 실험집단에는 신체 활동 기반 음소인식 지도를, 통제집단에는 일반적인 읽기 수업을 진행하였다. 사전 및 사후 평가를 위해 DIBELS를 사용하였고, 교사 일지를 분석하였다. 연구 결과 DIBELS의 2가지 영역(PSF, NWF)에서 실험집단이 통계적으로 유의한 수준의 향상을 보였으며, 이를 통해 신체활동 활용 음소지도가 전통적인 방법에 비해 효율적일 수 있음을 확인하였다.
ISSN
1225-5335
Language
Korean
URI
http://hdl.handle.net/10371/168528
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.27 (2018)
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