합성 파닉스와 음독 가능한 텍스트 읽기를 결합한 보편적 교수 지원이 초등학교 1학년 학생의 철자 성취에 미치는 효과 = Effects of Tier 1 Universal Instruction Combining Synthetic Phonics and Decodable Texts on Spelling Achievement in First Grade

다국어 초록 (Multilingual Abstract)

Purpose: This study examined the effect of Hangul literacy instruction, which was emphasized at the beginning of Grade 1 in the 2022 national curriculum, within Tier 1 universal instruction as a preventive support for all students. Method: A non-equivalent pretest-posttest design was employed with 38 first-grade students from two classrooms in a public elementary school in Seoul, Korea (20 in the intervention group and, 18 in the comparison group). The intervention group received a Tier 1 universal instruction that integrated synthetic phonics with decodable book reading, whereas the comparison group received the regular Korean language arts instruction that aligned with the national curriculum. Spelling was assessed at three time points (pretest, midtest, and posttest), and data were analyzed using hierarchical linear modeling. Results: On both distal and proximal spelling measures, the intervention group showed lower initial performance than the comparison group. However, the intervention group demonstrated significantly steeper growth rates over time than the comparison group. Conclusions: Findings suggest that a Tier 1 universal instruction combining synthetic phonics and decodable book reading can effectively enhance spelling development among first-grade students. Implications for implementing evidence-based universal Hangul instruction in the early grades are discussed, along with the limitations and directions for future research.