초등영어 리터러시 격차 및 보정체계 연구

우길주(Kiljoo Woo) 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.4

영어 음독의 유창성과 정확성 관계 분석

우길주 ( Kil Joo Woo ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.2

The purpose of this study is to analyze the correlation between reading fluency and reading accuracy in elementary students who are in the process of developing literacy skills. 142 students from Elementary grades 1 to 6 participated in the study. For the purpose of this study, the following questions are examined: First, what are the effects of DIBELS reading programs on the participants`reading fluency ability? Second, what are the effects of DIBELS reading programs on the participants reading accuracy? Third, what is the correlation between oral reading fluency and reading accuracy? To investigate the questions, DORF(DIBELS Oral Reading Fluency), areading fluency test and retelling test, was administered. The results were as follows: First, there was a positive effect of the DIBELS reading program on the participants` reading fluency. Second, there was a positive effect of the DIBELS reading program on their reading accuracy. Third, there was a positive correlation between oral reading fluency and reading accuracy. The results were discussed in the context of the educational decision-making process.

영어 읽기 유창성과 읽기 이해력 간의 정준상관분석

우길주(Woo, Kiljoo),정은경(Jung, Eunkyung) 새한영어영문학회 2012 새한영어영문학 Vol.54 No.4

The purpose of this study is to analyze the correlation between reading fluency and reading comprehension of elementary students who are in the development of literacy skills. For the purpose of this study, the following questions are examined: First, what is the correlation between reading fluency and reading comprehension of elementary students? Second, what is the correlation between speed and accuracy in the reading fluency? Third, what is the correlation between oral reading and text reading in the reading comprehension? To investigate the questions, Some tests of DIBELS-Oral Reading Fluency, Retell, and Daze- have been carried out on the sixth grade students. After testing, the results were analysed in the Correlation Coefficients of Pearson. The results are as follows: First, there is a positive correlation between the reading fluency and reading comprehension of elementary students. It means that reading fluency could be used to predict the future ability of reading comprehension. Second, there is a positive correlation between speed and accuracy in the reading fluency. Especially, students who received higher scores on a speed reading test show the stronger correlation between speed and accuracy. Third, there is a positive correlation between oral reading and text reading in the reading comprehension. It means the possibility that using retelling as a way of reading comprehension test. Based on the results of the study, the suggestions are as follows: First, we should think the reading fluency as a part of development process of literacy skills. Second, it is possible to predict student’s future ability of reading comprehension by testing his reading fluency. So we should find out potential poor students in advance and it is also necessary that studies are conducted about intervention program for these students.

읽기 이해력 예측 지표로서의 읽기 유창성 평가의 타당도 분석

우길주(Woo, Kiljoo) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.2

The purpose of the present study was to analyze the validity of ORF(Oral Reading Fluency) in EFL(English As a Foreign Language) context and its empirical application on elementary grades in Korea. Participants were 194 students in Grades 5 to 6 from an elementary school. DORF(Dibels Oral Reading Fluency) test, including the reading fluency test and retelling fluency test were administered. In order to analyze these data with other criterion tests in Korea, such as TOSEL(Test of the Skills in the English Language) and NEAT(National English Ability Test), correlations and discriminant analyses were conducted. Results were as follows: First, the correlations between the reading fluency test and other criterion measures were high. Especially, the highest correlation coefficient was found between DORF and TOSEL Second, in comparison grade level between Korea and United States, the levels of reading fluency difference were 4-5 years and the gap were getting wide. Results were discussed in the context of educational decision-making process.

방과후학교 위탁운영 실태분석 및 활용화 방안

우길주(Woo Kil Jo),김성식(Kim Seong Sig),강신천(Kang Sin Chun),양애경(Yang Ae Kyung) 한국교육포럼 2011 韓國敎育論壇 Vol.10 No.3

이 연구는 방과후학교 위탁운영에 직접 참여하고 있는 실제 업무 담당자와 교육 수요자를 대상으로 한 직무 분석과 만족도조사를 바탕으로 정책의 타당성을 검증하고 방과후학교 위탁운영을 통한 사교육비 지출경감의 실효성에 대한 객관적 분석과 향후 국가 수준의 정책 추진 방향 설정을 위한 기초 데이터 구축 마련에 있다. 또한 방과후학교 위탁운영 업무의 어려움을 해결하기 위한 모델 및 방과후학교 위탁운영의 내실화 방안을 제시함으로써 교육정책의 학교현장 착근지원에 대한 정보제공 및 이론적 기초를 제공하는데 연구의 목적을 두었다. 결론적으로 이 연구 결과를 통해 방과후학교 위탁운영에 대한 교육수요자의 인식이 개선되고 담당자들의 업무 경감을 통하여 위탁운영으로 발생 가능한 행정적인 절차상의 문제점들이 보다 개선되고 경감된 형태로 자리 잡기를 기대해 본다. 더불어 이 연구결과가 바람직한 방과후학교 위탁운영의 모델 정립과 위탁운영 활용화를 위한 정책추진 동력의 중요한 학문적 시사점을 제공할 수 있기를 바란다. This study surveyed training staff and consumers participating in consigned management after school programs and verified their satisfaction and with objective research analysis. The study aims to analyze the effectiveness of finding the proper reductions in private educational expenses of after school programs and to build foundations for national policy. In addition this study suggests alternatives solutions to problems found in current consigned management of after school programs and provides theoretical basis to make new policy in schools. According to the study it is realized that the policy of consigned management after school programs supplemented public education and through consumer oriented programs it has actively improved and strengthened public education. This has found possibilities for a new direction in making education policy. The study also reveals the tendency to depend too much on the provincial offices even though it was open for individual schools to operate after school programs with autonomy and discretion. This indicates that the biggest problem is the lack of understanding between the individual schools and this must be the priority for the revitalization of consigned management of after school program. In conclusion through the findings of this study it is essential to have an increased awareness of consumers in schools reduce work load for administrative officers improve procedural problems establish an effective model for consigned management of after schools and provide academic implications.

초등영어 전담교사 선발 및 배치 방안 연구

우길주 ( Kil Joo Woo ) 글로벌영어교육학회(구 호남영어교육학회) 2012 Studies in English education Vol.17 No.2

This research suggests models to assist the decision-making process of related national-level policy making process for certification and assignment of elementary school English teachers in Korea. A survey was administered to 602 full-time English teachers and 606 non-full-time English teachers from 800 elementary schools selected nationwide. Regarding the teacher certification process, there is a need to add qualitative criteria to the existing quantitative criteria. Also, the English subject part of the teacher certification examination needs to include a test of the applicants` actual teaching ability. Regarding the assignment process, explicit assignment criteria must be provided for each school. There is also a need to revise the job description for English teachers, who have their excessive work load and feeling disadvantaged. Furthermore, there is a need to provide varying levels of regularly scheduled teacher training programs that are tailored to teachers` level of experience. Based on the results of the study, three models for the certification and assignment process are suggested―for regular (non-specialist) teachers, full-time English teachers, and, assuming the desire to develop experts, the CSI (Core Strategic Intensive).

리터러시 기반 영어친화적 공간구성의 타당성 고찰

우길주(Woo Kiljoo) 새한영어영문학회 2009 새한영어영문학 Vol.51 No.4

In this study, characteristics of ‘English-friendly classroom environments’ were identified, and defined through a review of literature, classroom evaluations. In addition, the study investigated the print-richness of ‘English-friendly classrooms’ and examined differences in literacy environments through the teacher evaluation. The 78 participants were teachers of elementary school and English-only library staff in the area of Busan Metropolitan City. They responded to Classroom Literacy Environment Profile(CLEP) questionnaire which was constructed by Wolfersberger et al.(2004). The questionnaire categories included literacy items pertaining to classroom environment and literacy items pertaining to teacher-student interactions. The results showed that the classroom literacy environment was usually satisfactory. Also, the study established the CLEP as a useful tool to use in evaluating the “print-richness” of classroom literacy environments. However, the numbers of raters and the number of rating occasions were varied to determine acceptable levels of generalizability of ‘print-richness classroom environments.

A Canonical Correlation Analysis of English Proficiency and Pedagogical Input

Kil-Joo Woo(우길주) 부산대학교 인문학연구소 2001 코기토 Vol.57 No.-

정독(Intensive Reading)이 영어 읽기 유창성과 태도에 미치는 효과

이윤영(Lee, Yunyoung),우길주(Woo, Kiljoo) 새한영어영문학회 2019 새한영어영문학 Vol.61 No.1

This study analyzed the effects of intensive reading in English on the reading fluency and attitude about reading in elementary school students. The subjects were fifth-grade students in a large metropolitan city in the southern region of Korea. To measure the effects of intensive reading, DIBELS (The Dynamic Indicators of Basic Early Literacy Skills)program, a set of procedures and measures for assessing the acquisition of early literacy skills, was used. The results indicated that intensive reading enhanced students’ reading fluency by facilitating the learning of reading skills. Also, Students became more confident about their English reading skills.

농촌 초등학교 영어 수업 들여다보기 - 상호작용에 관한 문화기술적 고찰

조선욱(Cho Sunwook),우길주(Woo Kiljoo) 한국초등영어교육학회 2006 초등영어교육 Vol.12 No.2

  Using ethnographic methodology, this study examined the teachers" and students" experiences in an English class of a rural elementary school. The teachers, students, and six parents of the 5th and 6th grades at the elementary school were selected as participants. This study was conducted over four months, and involved observation, interviews, video-recordings, a daily journal, written impressions, and more. The four factors that had an effect on the English classroom interactions were: First, a lack of understanding of the importance of English and an evasion of responsibility on the part of the teacher which made the interaction between the teachers and the students restricted and rudimentary. Second, students of low academic ability often caused disruptions within the class due mainly to their lack of competitive spirit and satisfaction. Third, parents in rural areas seem to consider English to be a difficult subject to teach at home because of English"s foreignness. Fourth, the absence of private education facilities put the students at a distinct disadvantage with respect to urban populations. On the basis of the above, the followings are suggested: First, properlytrained, native speakers are needed for our rural schools. Second, our teachers need continuous upgrading to allow them to better teach foreign culture and language. Third, our teachers need to be better trained in the control and management of their classes. Fourth, a teachers" club or organization should be developed to help teachers to share materials and ideas.