Effects of Chunking on Reading Comprehension of EFL Learners: Silent vs. Oral Reading

주혜라 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

This study investigates how EFL learners’ chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required ‘English Reading’ course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners’ comprehension not only in reading but also in listening.

Effects of Chunking on Reading Comprehension of EFL Learners: Silent vs. Oral Reading

Chu, Hera The English Teachers Association in Korea 2010 영어어문교육 Vol.16 No.3

This study investigates how EFL learners' chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required 'English Reading' course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners' comprehension not only in reading but also in listening.

초등 다문화 학습자의 읽기 유창성 신장에 관한 실행 연구

송영복 한국초등국어교육학회 2014 한국초등국어교육 Vol.54 No.-

Reading Fluency that means the ability to read and fast and accurately canbe deemed as a medium to connect decoding and reading. Reading fluency isthe key to developing effective reading to facilitate learning. The concept offluency is expanding colloquy text, going over sentence unit ones. Fluency canlead to a strong reading capacity. In order to improve reading fluency, it isnecessary to have accurate and speedy word recognition, automatic understandingof the text, and the ability to predict reading data, and so on. This action research is conducted in order to find out how much oralreading-based Korean lessons for those multi-cultural Korean learners effectreading fluency. In this research, the researcher defines reading fluency as theability to read a text quickly, effortlessly, and naturally, with good, meaningfulexpression. The researcher tries to have a lesson design of an oral reading-basedlesson in an effective way to meet the needs of those multi-cultual koreanlearners in the teaching-learning situations. A total of 7 participants who havevery different socio-cultural backgrounds in this research. 7 multi-cultural koreanlearners had intensive oral reading-based korean lessons as well as comprehensionbasedkorean lessons for 16 weeks. For this reading fluency research, theresearcher prepared reading lesson materials and reading fluency tests. Koreanreading lesson materials were used from the current 3rd and 4th grade textbooks revised in 2010. and they are related to their reading materials. In the CBM approach to reading fluency is tested five times for 16 weeks,the researcher recorded the quantitative scores of rapidity, accuracy, prosody ofthe multi-cultural Korean learners, analyzed characteristics of the changes inreading fluency. The results from the oral reading-based Korean lesson researchare as follows. The learners participated in the intensive oral reading-basedKorean lessons, fluency of most of those transitional multi-cultural Koreanlearners improved, although they show some differences in degree. Mostmulti-cultural Korean learners who actively participated in the oral reading-basedKorean lessons improved rapidly. 읽기 유창성을 인지적인 노력을 들이지 않고 빠르고 정확하게 자연스럽게 말하듯 글을 소리 내어 읽을 수 있는 능력으로 정의했다. 무엇보다 운율성의 개념을강조하여 읽기 유창성을 정의했고 이를 읽기 유창성 수업 설계에 반영했다. 그리고 다문화 학습자들을 학교 문식 환경에 적응해야 하는 전환적인 한국어 학습자로진단하고 이들의 교수학습 상의 문제들을 해결할 수 있도록 했다. 연구에 참여한다문화 학습자들은 장기 체류 귀국학생 4명, 국제결혼 가정 자녀 2명, 해외동포가정 자녀 1명, 총 7명이었다. 다음으로 음독 중심 읽기 유창성 수업을 설계하고연구에 참여한 다문화 학습자들의 학습 수준에 맞는 읽기 자료들을 선정하였다. 선정된 읽기 자료들을 활용하여 읽기 유창성 변화를 측정함과 동시에 반복적인음독 연습을 실시하여 신속한 읽기 이해도 신장을 유도했다.16주 동안 다문화 학습자들의 읽기 유창성과 이해도 수행 검사를 면밀히 기록했고, 양적 자료로 정리하여 읽기 유창성과 이해도 변화에서 나타나는 특성을 질적으로 분석했다. 읽기유창성 연구의 결론은 한국어를 교수학습 상황에서 사용해야 하는 전환적 다문화학습자들은 지속적인 읽기 유창성 수업 참여 결과 신속성, 정확성, 운율성이 다소차이는 있지만 모두 빠르게 신장되었다. 반복 음독 연습을 충실하게 실시했던 다문화 학습자일수록 읽기 운율성의 신장은 매우 빠르고 정밀하게 형성되는 경향을보였다.

음독과 묵독에 따른 학령기 아동의 읽기유창성과 읽기이해 발달 특성

박송이(Song-Yi Park),정경희((Kyunghee Jung) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.4

배경 및 목적: 본 연구는 학령기 아동을 대상으로 읽기방식(음독 및 묵독)에 따른 읽기유창성 능력과 읽기이해 능력의 발달적 특성을 알아보고자 하였다. 방법: 연구대상은 경기 지역 내 초등학교에 재학 중인 1학년 17명, 3학년 16명, 5학년 15명으로 총 48명이었다. 연구 도구는 ‘한국어 해독해 3권 이야기와 설명 담화 독해’에서 이야기글 2개, 설명글 2개 총 4개의 텍스트를 선정하였다. 읽기방식을 묵독과 음독으로 나누어 읽도록 하여 읽기유창성을 살펴보고, 읽기이해 평가문항에 답하도록 하였다. 질문 유형은 사실이해와 추론이해로 나누고, 각 텍스트별 사실이해 4문항, 추론이해 2문항씩, 총 24문항으로 구성하였다. 결과: 첫째, 학년이 증가함에 따라 읽기유창성 수행 력이 높아졌으며, 1학년과 5학년, 3학년과 5학년 집단에서 유의한 차이가 있었다. 읽기방식에 따라서는 음독보다 묵독에서 더 높은 수행력을 보였다. 음독에서는 1학년과 5학년, 3학년과 5학년 집단에서 유의한 차이가 있었고, 묵독에서는 1학년과 5학년 집단에서 유의한 차이가 나타났다. 둘째, 학년이 증가함에 따라 읽기이해 수행력이 높아졌으며, 1학년과 3학년, 1학년과 5학년 집단에서 유의한 차이가 있었다. 읽기방식에 따라서는 묵독보다 음독에서 읽기이해력 점수가 더 높았으며 이러한 차이는 1학년과 3학년, 1학년과 5학년 집단 에서 유의하였다. 논의 및 결론: 본 연구 결과, 읽기유창성과 읽기이해 능력이 학년이 증가함에 따라 발달하며 묵독보다는 음독에서 읽기이해 수행력이 높은 것으로 나타났다. 이러한 결과는 초등학교 저학년뿐만 아니라 고학년에서도 읽기이해 지도 시 음독에 대한 고려가 필요하다는 점을 시사해주고 있다. Objectives: This study intended to find out the developmental characteristics of reading fluency and reading comprehension according to reading methods (oral reading and silent reading) with elementary school children. Methods: The participants of this study were a total of 48 children in 1st, 3rd, and 5th grade in elementary schools. Four texts were selected as study tools, including two narrative texts and two expository texts. Reading methods were divided into silent and oral reading to study reading fluency, and children were asked to answer to reading comprehension assessment questions. Results: First, as the grade level increased, reading fluency capability also increased. There were significant differences between the 1st and 5th grade groups and the 3rd and 5th grade groups. According to reading methods, a higher capability in silent reading was exhibited when compared to oral reading. However no interaction effect was shown between groups and reading methods. Second, as the grade level increased, reading comprehension increased, and there were significant differences between 1st and 3rd grade and 1st and 5th grade. When comparing reading methods, the children showed a higher capability in oral reading than silent reading. But no interaction effect was shown between groups and reading methods. Conclusion: This study found that reading fluency and reading comprehension capability develops as grade level increases, and reading comprehension capability was found to be higher in oral reading than silent reading.

Effects of Chunking on Reading Comprehension of EFL Learners

Hera Chu 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

This study investigates how EFL learners’ chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required ‘English Reading’ course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners’ comprehension not only in reading but also in listening.

초등학생들의 초기 읽기 능력과 구두읽기 유창성의 관계

박영예(Park, Young Ye) 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.2

The current study examined the relationship between early reading ability and reading fluency of 57 sixth-grade students. The reading measures were administered individually to assess students’ reading ability and fluency. The following sub-tests were used to measure the reading ability: Alphabet ettername fluency, word reading fluency, and phonological awareness. An oral reading fluency task was given to measure students’ reading fluency. Significant correlations were observed among these variables. Alphabet letter-name fluency correlated with phonological awareness(r=.38), word reading fluency(r=.41) and oral reading fluency(r=.35). Word reading fluency more strongly correlated with phonological awareness(r=.62) and oral reading fluency(r=.80). The results of regression analyses indicated that phonological awareness(R²=.422) predicted word reading fluency, while word reading fluency(R²=.662) predicted oral reading fluency. However, many students revealed the lack of phonemic awareness in segmenting twelve phonemes and they identified better the names of upper-case letters of alphabet than those of lower-case letters. This research implied that not only is phonemic awareness necessary for developing word reading fluency, but also automatic word recognition skills should be viewed as crucial in improving reading fluency in the process of early reading. Some other potential implications for early reading instruction and future research are also discussed.

독해 능력 향상을 위한 전략적 학습방법 연구 - 일본어 한자 독음 표기와 읽기 방법이 중・상급학습자의 이해와 산출에 미치는 영향 -

주인원 일본어문학회 2022 일본어문학 Vol.98 No.-

This study is to verify the effect of reading methods on text understanding and output of Japanese learners through comparison between oral reading and silent reading. A reading comprehension test was conducted on 20 intermediate learners and 20 advanced learners. Three tasks were prepared to measure each reading comprehension level. Oral reading, silent reading, and chinese character direction, the effect of these three factors on the task score was examined. For intermediate learners, it was confirmed that the reading method of oral reading was more effective in obtaining scores than silent reading. For advanced learners, the advantage of oral reading was not confirmed, but positive results in expression memory were confirmed. Finally, this study advised on reading comprehension learning methods and teaching methods based on the results of the survey.

동시를 활용한 또래 함께읽기 전략이 초등학교 읽기학습부진아의 읽기유창성과 읽기태도에 미치는 영향

최미라 ( Mi Ra Choi ),강옥려 ( Ock Ryeo Kang ) 한국특수교육문제연구소 2012 특수교육저널 : 이론과 실천 Vol.13 No.4

본 연구는 동시를 활용한 또래 함께읽기 전략이 읽기학습부진아동의 읽기유창성과 읽기태도에 미치는 영향을 알아보았다. 이를 위해 초등학교 2학년 읽기학습부진아 20명을 선정하여 실험집단과 통제집단에 각각 10명씩 배치하였고 실험집단의 읽기학습부진아는 또래학습자 역할을 하였다. 또한 읽기학습부진이 없는 일반아동 10명을 선정하여 실험집단에서 또래 지도자 역할을 하도록 하였다. 실험집단에는 동시를 활용한 또래 함께읽기 전략을 매주 3회씩 총 5주 동안 실시하였다. 읽기유창성과 읽기태도에 대한 사전ㆍ사후검사 결과와 진전도 분석을 위한 읽기유창성에 대한 주 1회의 형성평가 결과를 분석한 결과, 동시를 활용하여 또래함께읽기 전략을 중재 받은 실험집단과 통제집단 간에는 진전도와 사후검사에서 모두 유의한 차이를 보였다. 즉, 동시를 활용한 또래 함께읽기 전략이 초등학교 읽기학습부진아의 읽기유창성과 읽기태도를 향상시키는데 효과적이었다. The purpose of this study was to investigate the effects of peer paired reading using children’s poem for enhancing reading skills, that is, oral reading fluency and attitude of low-achieving students in reading. For this purpose, 20 low-achieving students in second grade were selected. The students were divided into two groups of 10 persons each, an experimental group with peer paired reading and a control group. For tutors of the experimental group, 10 second graders were selected from the same elementary school. The experiment was conducted for 20 minutes each session, third times a week for 15 sessions. Tests of oral reading fluency and reading attitude were conducted. Oral reading fluency test was conducted pre-test and formative assessment once a week. Reading attitude test was conducted in pre- and post- test. The data of this study were also analyzed by t-test and HLM(Hierarchial Linear Model). The results obtained in this study are summarized as follows: First, peer paired reading had a positive effect on oral reading fluency and attitude of low-achieving students in reading. Second, peer paired reading showed significant faster growth rates on oral reading fluency. It showed the initial state and the linear slope depending on the individual child. In conclusion, peer paired reading using children’s poem is an effective method to enhance oral reading fluency and attitude of low-achieving students in reading.

다문화 배경 학습자의 읽기 이해도 향상에 관한 실행 연구

송영복 한국어교육학회 2014 국어교육 Vol.0 No.146

Theses days, the ever-increasing multi-cultural Korean Learners are confronting many problems caused by limited Korean abilities, which in turn lead to adjustment problems in the schools they attend. This research is conducted in order to find out how much oral reading-based Korean lessons for 7 multi-cultural Korean learners effect on reading comprehension. In this research, the researcher defines reading fluency as the ability to read a text quickly, effortlessly, and naturally, with good, meaningful expression. The researcher tries to have a lesson design of an oral reading-based lesson in an effective way to meet the needs of those multi-cultual korean learners in the teaching-learning situations. A total of 7 participants who have very different socio-cultural backgrounds in this research. 7 multi-cultural korean learners had intensive oral reading-based korean lessons as well as comprehension-based korean lessons for 16 weeks. For this reading comprehension development research, the researcher prepared reading lesson materials and reading fluency tests. Korean reading lesson materials were used from the current 3rd and 4th grade textbooks revised in 2010. This current research is conducted in order to find out how much oral reading practice for those multi-cultural Korean learners effect reading comprehension. 7 multi-cultural korean learenrs in this research proved oral reading-based lessons have a meaningful effect.

읽기 방법이 한국어 고급 학습자의 이해와 산출에 미치는 영향 - 음독과 묵독의 비교를 중심으로 -

왕억문 ( Wang Yiwen ),원미진 ( Won Mijin ) 국제어문학회 ( 구 국제어문학연구회 ) 2017 국제어문 Vol.0 No.72

이 연구는 음독과 묵독을 비교를 통해서 읽기 방법이 한국어 고급 학습자의 언어 이해와 산출에 미치는 영향을 검증하기 위한 연구이다. 중국인 고급 한국어 학습자 10명을 대상으로 실험과 면담을 통해서 읽기 방법의 효과를 알아보았다. 난이도가 다른 텍스트를 각각 다른 읽기 방법으로 읽고 문제 대답하기, 다시 말하기 등 활동을 통해서 학습자의 텍스트 이해 점수, 모국어 다시 말하기 점수, 텍스트 회상률 점수, 평균 어절 길이 등 지표를 측정하였고 이 결과를 읽기 방법과 텍스트의 난이도에 따라 차이가 있는지를 살펴보았다. 통계 분석 결과, 쉬운 텍스트의 경우에는 묵독과 음독이 언어 정보 이해에 대한 효과가 큰 차이가 없다는 것을 발견하였고 어려운 텍스트의 경우에는 묵독보다 음독이 이해에 더 도움을 주는 것으로 나타났다. 또한 산출 측면에서 볼 때, 음독이 묵독보다 언어 정보 회상률이 높은 결과를 보였다. 또한 실험 참여자들을 대상으로 사후 면담을 실시하여 이들이 실제로 선호하고 사용하는 읽기 방법에 대한 조사를 통해 고급 학습자들의 효과적인 읽기 방법에 대한 시사점을 제시하였다. The purpose of this study is to prove the different effects of different Korean reading methods on comprehension and production. 10 Chinese learners with academic purpose from Korean colleges participated this experiment with a reading test and interview. To see if there are some differences between easy texts and difficult texts, each participant was asked to complete one easy text and one difficult text by oral reading, and also one easy text and one difficult text by silent reading. After reading, they were asked to answer questions and retell in Korean and Chinese. Then we can analyze the data acquired by the method and procedure described above. The results of the study are as follows: First, when they were reading easy texts, the effect on Korean comprehension and production is no difference between oral reading and silent reading. Second, when they were dealing with difficult texts, oral reading is much more efficient than silent reading in reading comprehension and production. The study also conducted the individaul interview with all participants after reading experiment to figure our their reading preference. Finally we proposed the implication of the research.