초등 고학년 학생들이 성경의 내용을 이해하는데 영향을 주는 요소에 관한 연구

김재우 한국기독교교육학회 2018 기독교교육논총 Vol.55 No.-

The purpose of this study is to find factors which able to affect on 4th, 5th, and 6th graders’ Bible comprehension. In background of theory, it contains definition of reading comprehension, and process of reading comprehension. More than 300 older children in Seoul, Gunsan, and Busan were surveyed to find which factors affect on Bible reading comprehension, and Revised Bible, Easy Bible and Children Bible was chosen for the survey. The same contents were selected from three different versions of the Bible and they were distributed randomly. To find the factors which affect on Bible reading comprehension, gender, grader, parent’s church attendance, how long reader has attended church, and the level of difficulty students feel were surveyed at the same time. First there was significant difference in Bible comprehension scores across three translations of the Bible. Revised Korean Bible reading comprehension scores were significantly lower than those of Easy Bible and Children Bible. However, there were no significant different between Easy and Children Bible comprehension scores. Second, level of difficulty students felt affected to the Bible comprehension scores. When students felt the Bible text they read difficult, they showed low score. Also, if they said the Bible texts were easy, they got higher score than students who felt the text difficult. Third, gender, grader, parent’s church attendance, how long reader has attended church did not affect to the Bibiel comprehension scores. There was no significant difference in Bible reading comprehension score between boys and girls, and across grader, parent’s church attendance, and years of student’s church attendance. It was suggested to use Easy Bible or Children Bible rather than Revised Korean Bible for better Bible comprehension. Also, it was recommended to help student feel the Bible text easy. The same study for each Bible version was suggested for future study. 본 연구는 초등학교 4학년 5학년 그리고 6학년 아이들이 성경을 이해하는데 있어서 영향을 끼치는 요소들을 파악 및 분석하기 위함이다. 독서와 이해의 정의와 과정을 이론적 배경에 넣었으며 초등부 고학년의 성경이해도를 조사하기 위하여 서울과 군산 그리고 부산에 있는 세 교회의 네 개 예배당에서 총 300여 명의 아이를 대상으로 하여 설문을 시행하였다. 개역 개정과 쉬운 성경 그리고 현대어 성경을 어린이 성경으로 바꾼 세 가지 버전의 성경에서 동일한 본문을 선택하여 아이들에게 랜덤하게 나누어주어 그 글을 읽고 다시 기록하게 하는 Rewriting and scoring (다시 쓰기) 방법을 선택하였다. 무엇보다 아이들의 성경 이해에 영향을 끼치는 요소들을 파악하기 위하여 성별, 학년, 부모님의 교회 출석 여부, 얼마나 교회를 오래 다녔는지, 교회 내에서 훈련은 받았는지를 함께 조사하였다. 연구의 결과는 첫째, 성경 버전에 따른 결과는 유의한 수준에서의 차이가 발생하였다. 다시 말하자면 개역 개정 구약과 신약 점수 모두에서 쉬운 성경이나 어린이 성경보다 유의미한 수준으로 점수가 낮게 나왔다. 하지만 쉬운 성경과 어린이 성경에서의 구약과 신약 점수 차이는 거의 없었다. 둘째, 아이들이 느끼는 난이도에 따라 성경을 이해하는데 있어서 유의미한 수준의 영향을 주었다. 즉 참여한 학생들이 느끼는 난이도가 높으면 성경이해도 점수는 낮았으며, 쉽다고 답할수록 높은 점수를 보여주었는데, 이 차이는 유의미하였다. 셋째로, 교회를 얼마나 오래 다녔는지, 부모님의 교회 출석 여부, 성별의 차이는 성경이해도에 큰 영향을 주지 않는 것을 볼 수 있었다. 이 결과를 토대로 개역 개정보다는 쉬운 성경을 아이들에게 사용하는 것을 권하였고 참여자가 최대한 쉽다고 생각하도록 접근하는 것이 중요함을 말하였다. 더 진행되어야 하는 연구로는 각 성경 버전에 따라 동일한 연구가 다시 진행도기를 제안하였다.

초등 5-6학년 발달성 난독학생과 일반학생의 담화이해력 차이: 담화모드 & 담화해독난이도

이정민,장우정,배소영 한국언어치료학회 2023 言語治療硏究 Vol.32 No.3

Purpose: The differences in text comprehension between students with developmental dyslexia and general students in the 5th and 6th grades of elementary school were examined by considering the text mode (reading comprehension, listening comprehension) and text decoding level of difficulty (difficulty-high, difficulty-low). Methods: The subjects were 15 students with developmental dyslexia in the 5th and 6th grades of elementary school and 15 general students who matched their grade level. Each text consisted of 8 topics, and 8 questions were asked with one paragraph per topic. A total of 64 questions were scored using a 0, 1, 2 system. After reading or listening to the text, the subjects answered questions about the text in spoken language. The difficulty level was set at 40% or more of the grapheme-phoneme mismatch ratio and 20% or less of the difficult grapheme-phoneme mismatch ratio, and the questionnaires were unified according to variables. The text mode and the difficulty of text interpretation were counter balanced so that the order effect was excluded. Results: First, Developmental dyslexic students showed lower performance than general students in all text modes. This suggests that listening comprehension may have difficulties as the grade goes up, and evaluation and intervention are needed for not only reading comprehension but also listening comprehension. Second, Developmental dyslexia students showed lower performance on high grapheme-phoneme mismatch ratio than low grapheme-phoneme mismatch ratio. It can be interpreted as showing difficulties in text comprehension even though deciphering ability develops as the grade progresses. This means that decoding difficulty should be considered when supporting the text comprehension of developmental dyslexic students. Conclusions: From the above results, developmental dyslexia students show difficulties in listening comprehension, so it is necessary to comprehensively examine text comprehension along with text reading skills and language skills such as vocabulary, grammar, and syntax that can affect text comprehension.

중학생의 성경 이해도에 관한 연구 ― 세 종류의 한국어 성경번역본을 중심으로

김재우 한국기독교교육학회 2017 기독교교육논총 Vol.52 No.-

The purpose of this study is to first examine the comprehension level of three different types of the Korean Bibles by middle school students and then to suggest the most appropriate time for middle school students to switch from one type of Korean Bible to the next. Previous studies related to this subject are introduced, and the importance of reading the Bible and reading comprehension process were included In total, 100 middle school students from Busan Young Ahn Baptist Church participated in this survey. The selected versions of the bible were the Easy Bible, the Children’s Bible modified from the Modern Language Bible, and the Revised Korean Bible, and the narrative story for the test was chosen form the Old Testament. The rewiring test tool and SPSS 18 were used to analyze the results. For deeper analysis, gender, parent’s church attendance, age, and church membership period were surveyed alongside Bible version comprehension. First, there was no significant difference in comprehension scores across the three different Bible versions chosen. Even though comprehension scores of the Easy Bible and the Children’s Bible were higher than the comprehension score of the Revised Korean Bible, the p-value was slightly higher than 0.05. However, there was a significant difference in Bible comprehension scores across student grade levle; older students received significantly higher scores than younger students. Comprehension test scores from each age group were analyzed, and it found that firs year middle school students’ comprehension scores were significantly different across the Bible versions. Analaysis showed that firs year students were better able to comprehend the Easy Bible and the Children’s Bible than the Revised Korean Bible, while second and third year students showed no significant different in comprehension score across all three Bible versions. Therefore, it is suggested that the Easy Bible or the Children’s Bible be used for firs year middle school students and the Revised Korean Bible be sued for second and third year middle students. Fro further study, the factors which affect middle school students’ Bible comprehension may be explored. 본 연구는 중학교 1학년, 2학년 그리고 3학년 학생들이 성경 버전에 따라 성경 본문의 내용을 얼마나 이해하는지 분석하여 가장 적절한 성경 교체시기를 제안하기 위함이다. 선행연구 및 성경 읽기의 중요성과 읽기 과정을 이론 배경에 넣었으며 연구를 위해 부산 영안 침례교회에서 총 100명의 중학생들을 대상으로 설문을 실시하였다. 선택된 성경 버전은 쉬운 성경과 현대어 성경을 토대로 만들어진 어린이 성경 그리고 개역개정이었으며 구약성경에서 잘 알려지지 않은 본문을 선택하였다. 준비된 설문지를 대상자들에게 랜덤하게 배분하였으며 평가와 분석을 위하여 Rewriting and scoring과 SPSS 18을 사용하였다. 차후 성경 이해에 끼치는 영향을 분석하기 위하여 성별, 학년, 부모님의 교회 출석 여부, 교회를 다닌 기간, 교회 내 훈련 등을 추가로 조사하였다. 연구의 결과는 첫째 성경 버전에 따른 유의미한 결과는 발생하지 않았다. 즉 중학생들은 쉬운 성경과 어린이 성경의 이해도 점수가 개역개정보다 높긴 했지만 유의미한 수준은 아니라는 것이다. 하지만, 학년별로 점수를 비교했을 땐 유의미한 차이가 발생하였다. 다시 말하자면 성경 이해도 점수에 있어서 중학교 저학년보다 고학년이 월등히 높은 점수를 얻었다는 것이다. 여기에서 발견한 또 한 가지 중요한 결과는 1학년은 성경 버전에 따라 이해도 점수가 유의미했지만 2학년과 3학년에서는 그렇지 않다는 점이다. 이것이 의미하는 것은 1학년의 경우 쉬운 성경과 어린이 성경을 개역개정보다 월등히 잘 이해하지만, 2학년과 3학년의 경우 여전히 개역개정이 낮은 점수를 받긴 하지만 그 차이가 유의미한 수준이 아니라는 점이다. 이 결과를 토대로 가급적 중학교 1학년까지는 학생들이 이해하기 수월한 쉬운 성경이나 현대어 성경을 사용하고 2학년이나 3학년이 되어서 성인이 사용하는 개역개정을 사용하도록 권장하였다. 또한 학년별로 나누어 성경공부를 진행하는 것을 권하였고 더 진행해야 하는 연구로는 중고등학생들이 성경을 이해하는데 있어서 영향을 끼치는 요소가 무엇인지 확인하도록 제안하였다.

이야기 과제 제시 조건에 따른 지문 유형과 질문 유형별 학령기 아동의 이야기 이해력 비교

정하은,송혜선,조예림,오유림,주혜진,임동선 한국언어치료학회 2023 言語治療硏究 Vol.32 No.2

Purpose: The purpose of this study was to examine the story comprehension skills of school-aged children by passage type and question type according to the story conditions of listening, reading, and reading while listening. Methods: A total of 116 children in grades 1 and 2 participated in the study. Participants were recruited from an elementary school in Seoul, Korea. Listening and reading comprehension skills were assessed using the story comprehension task. Participants completed the task for three passages, including fiction and non-fiction. Children were exposed to a story in the written, oral, or combined written and oral modality. They were asked to listen to (listening condition), read silently at their own pace (reading condition), or listen to and read the story (reading while listening condition). After each story exposure, children were asked literal and inferential questions. Results: The results of a three-way mixed ANOVA showed that there was a significant difference between story conditions. Overall listening comprehension score was higher than reading comprehension, and the reading while listening score was higher than the reading comprehension score. Also, a significant difference between passage and question types was observed. The comprehension score for fiction was significantly higher than the non-fiction score. Participants performed better on literal question tasks than on inferential tasks. The two-way interaction between passage and story condition was significant. Conclusions: The results show that the story comprehension task’s modality affects children’s story comprehension. The practical implications of these findings are that children take advantage of a dual presentation modality compared with reading alone. Also, the results suggest that it is crucial to consider passage and question types in order to enhance children’s listening and reading comprehension skills.

학령기 단순언어장애아동의 이야기글과 설명글에서의 듣기이해

이현정(Hyun Jung Lee) 한국언어치료학회 2015 言語治療硏究 Vol.24 No.3

Purpose: Listening comprehension is a primary skill for learning and school-aged children spend much time listening in school. School-aged children need good listening comprehension with various text types. However, school-aged children with specific language impairment (SLI) may have listening comprehension difficulties due to their reduced language abilities. This study aims to examine the listening comprehension of school-aged children with SLI according to text types.Methods: A total of 30 children in fourth and fifth grade participated in this study, with 15 children have SLI and 15children having typical development (TD). Four narrative texts and 4 expository texts were used to test literal andinferential listening comprehension. Results: First, children with SLI had low listening comprehension abilities (total scores,narrative text scores, expository text scores) compared children with TD. Second, children with SLI had low literal listening comprehension abilities as well as inferential listening comprehension abilities in narrative and expository texts compared with children with TD. However, both groups showed higher literal listening comprehension abilities than inference. There were differences between the two groups in inferential listening comprehension abilities. The children with TD showed higher mean scores in narrative than expository texts, otherwise children with SLI showed higher mean scores in expository than narrative texts. Conclusions: As a results of this study, children with SLI showed lower listening comprehension abilities than children with TD. There were similarities between the two groups in listening comprehension abilities by text types, however there were differences in inferential listening comprehension abilities. This study suggests that children with SLI need to learn particular skills for improving their listening comprehension abilities by text types and need to improve their language knowledge for inferential listening comprehension abilities

Predicting Story Comprehension of Preschool Children with and without Specific Language Impairment through Eye Movement and Executive Function

송덕진(Deokjin Song),임동선(Dongsun Yim) 한국언어청각임상학회 2020 Communication Sciences and Disorders Vol.25 No.4

배경 및 목적: 이야기 이해 능력은 학령전기 아동의 언어 능력뿐만 아니라 학령기의 학습 능력까지 뒷받침한다. 세 가지 집행기능의 하위 과제(갱신, 억제, 전환)와 시선추적기를 활용하여 온·오프라인으로 이야기 이해 처리 과정을 분석하고 이야기 이해를 가장 잘 설명할 수 있는 요인이 무엇인지 알아보고자 하였다. 방법: 만 4-6세의 일반 아동 17명, 단순언어장애 아동 11명이 연구에 참여하였다. 참조 및 추론적 이야기 이해 과제, 시선추적기를 이용한 이야기 처리 과정(평균 시선고정 시간), 집행기능을 대표하는 갱신, 억제, 전환 과제(n-back, flanker, DCCS)를 통해 두 집단의 차이를 비교하였으며 상관분석을 통해 각 변인들의 연관성을 알아보고 회귀분석을 통해 집행기능의 하위 요소 및 시선추적기 변수 중 어떠한 변인이 이야기 이해력을 예측해주는지 알아보았다. 결과: 단순언어장애 아동 집단은 참조 및 추론적 이야기 이해와 집행기능의 갱신 기능과 전환 기능에서 일반 아동 집단보다 어려움을 보였으며 이야기 내의 그림자극을 일반 아동 집단보다 짧게 응시하였다. 또한 단순언어장애 아동과 달리 일반 아동은 이야기 이해력과 집행기능의 하위 요소, 평균 시선고정 시간에서 상관관계를 보였으며 일반 아동의 참조 및 추론적 이해력을 설명하는 공통적인 능력은 갱신 능력이었다. 논의 및 결론: 일반 아동 집단은 단순언어장애 아동 집단 비해 집행기능을 활용하여 이야기를 효율적으로 이해하고 그림책에서 중요한 의미를 갖는 영역에 오랫동안 시선을 응시하여 학습에 도움을 받을 수 있음이 시사된다. Objectives: Story comprehension is an important ability that supports not only the language skills of preschool children but also their learning skills in school age. Through three subtasks of executive function (updating, inhibition, and shifting) and eye movement, we examined the process of children’s story comprehension online and offline. Also, we looked for the variable which predicts children’s story comprehension. Methods: Participants were 11 children with specific language impairment (SLI) and 17 typically developing children (TD) aged 4-6 years. Group differences were compared using story comprehension (reference comprehension and inference comprehension), updating, inhibition, shifting tasks (n-back, flanker, and DCCS) representing executive function and story processing using the eye tracker. Moreover, correlation analysis was conducted to find the relationship between variables, and regression analysis was used to determine which variable, executive function or eye tracker, predicts story comprehension. Results: The SLI group showed more difficulty in story comprehension and executive function than children in the TD group. Furthermore, the TD group gazed at important visual cues longer than children in the SLI group. The TD group showed a correlation between story comprehension and both the subelements of executive function and average fixation duration unlike the SLI group. Updating predicted reference comprehension and inference comprehension simultaneously in the TD group. Conclusion: It is suggested that TD children can understand stories more efficiently by using their executive function and also can distinguish areas of significance in picture books through staring at a subject for a long time to foster learning in contrast to children with SLI.

유아용 이야기 이해력 평가도구 타당화 연구

이경열,김명순 한국유아교육학회 2004 유아교육연구 Vol.24 No.3

본 연구의 목적은 문자해독 능력에 상관없이 유아의 이야기 이해력을 측정할 수 있는 평가 도구를 제안하는데 있다. 본 연구에서 사용한 Paris와 Paris(2003)가 개발한 글 없는 그림책을 이용할 「이야기 이해력 검사」는 유아의 그림책에 대한 초기탐색 반응과 다시 말하기, 그리고 유아의 이해를 유도하는 성인의 질문에 대한 유아의 반응 등의 하위 2단계로 구성된 검사도구이다. 본 연구에서는 이 평가도구를 번안, 수정하여 만 4, 5, 6세 유아를 대상으로 우리나라 유아들에게 적용될 수 있는 타당성 있는 도구인가를 알아보았다. 그 결과, 「이야기 이해력 검사」는 공인타당도가 입증되었고, 검사 점수는 연령에 따라 유의한 차이가 나타났다. 이러한 연구 결과를 통해 볼 때, 「이야기 이해력 검사」는 우리나라 유아들에게 적용될 수 있는 타당성 있는 도구이며, 유아의 연령에 따른 차이를 측정하는 변별력이 있다고 사료된다. 추후연구를 통해서 그 활용도를 높여야 할 것이다. This study examines the concurrrent validity for young Korean children of the Narrative Comprehension Task, an evaluative instrument measuring narrative comprehension independent of decoding skills, developed by Paris & Paris (2003). The instrument, administered after children have read a wordless picture book, is composed of 3 subcategories which include picture walk, retelling, and prompted comprehension. The subjects were 156 children 4 to 6 years of age living in Seoul. In order to have validity verification of the narrative comprehension task and the sentence understanding task, K-WPPSI, VASA were used. The children's reactions during the narrative comprehension task were observed, documented, and transcribed by the researcher. The measurement scores and young children's reaction were analyzed by Pearson's r, MANOVA and One-way ANOVA. The results reveal that the concurrent validity was demonstrated by showing r=.70(p<.01) between the sentence comprehension task and the narrative comprehension task; 0.57 between the comprehension task in K-WPPSI and the narrative comprehension task; and 0.36 between the reading comprehension task in VASA and the narrative comprehension task. There were significant differences according to age in the scores of the narrative comprehension task. The scores of the 6-year old children were significantly higher than those of the 4-and 5-year olds. These results reveal that Narrative Comprehension Task is valid for use with young Korean children, and, also, that it can discriminate differences according to age.

인지진단모형을 활용한 초등학생의 읽기 이해력 분석: G광역시 지역아동센터를 중심으로

이재호 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.12

Objectives The purpose of this study is to analyze the reading comprehension of elementary school students using the cognitive diagnosis model, centering on the G city regional children's center. Methods The test scores of a total of 184 students who cooperated with the study through the cooperation of 40 regional children's centers in G Metropolitan City were analyzed. As a test tool, some items from the JNE Reading Ability Diagnostic Test developed by the Jeollanam-do Office of Education were used. For the analysis, the Fusion model was used among the cognitive diagnostic models, and a total of 7 cognitive factors were confirmed through the validation of the cognitive factor Q matrix. Results We divided the group into two types, the low-achieving group in reading comprehension and the normal-achieving group in reading comprehension, and compared the difference in scores and mastery of cognitive factors according to factual comprehension, inferential comprehension, and evaluative comprehension. And as a result of performing latent hierarchical analysis using M plus version 5.21, there were clear latent hierarchies based on three levels of understanding, and about 30% of the group had difficulty in reading. Conclusions In a study conducted assuming seven reading comprehension cognitions, it was found that the percentage of mastery of all seven cognitive elements showed the highest percentage through the item parameter estimation by the Fusion model. And the results of comparing the factual comprehension, inferential comprehension, and evaluative comprehension scores of the low-achieving reading comprehension group and the reading comprehension average-achieving group through item difficulty showed significant differences. Implications and discussions are presented through this. 목적 본 연구는 G 광역시 지역아동센터를 중심으로 인지진단모형을 활용한 초등학생의 읽기 이해력을 분석하는데 그 목적이 있다. 방법 G 광역시 내에 40개 지역아동센터의 협조를 통하여 연구에 협조한 총 184명의 학생들의 검사 점수를 분석하였다. 검사도구로는 전라남도교육청에서 개발한 JNE 독서능력진단검사 중 일부 문항을 사용하였다. 분석은 인지진단모형 중 Fusion 모형을 활용하였으며 인지요소 Q 행렬 타당화를 통하여 총 7개의 인지요소를 확정하였다. 결과 읽기이해 저성취 집단과 읽기이해 보통 성취집단 두 유형으로 구분하여 사실적 이해, 추론적 이해, 평가적 이해에 따라 점수의차이, 인지요소 숙달 비율을 비교하였다. 그리고 M plus version 5.21을 사용하여 잠재계층분석을 실시한 결과 3가지 이해 수준에근거한 명확한 잠재계층이 존재하고, 역시 약 30% 정도 읽기에 어려움이 있는 집단을 확인할 수 있었다. 결론 읽기이해 인지를 7가지로 가정하고 수행한 연구에서 Fusion 모형에 의한 문항 모수 추정치를 통하여 인지요소 7개를 모두숙달한 비율이 가장 많은 비율을 보이는 것으로 나타났다. 그리고 읽기이해 저성취 집단과 읽기이해 보통 성취 집단의 사실적 이해, 추론적 이해, 평가적 이해 점수를 문항 난이도를 통하여 비교해 본 결과 모두 유의미하게 차이가 나타났다. 이를 통한 함의점과 논의를 제시하였다.

Unique Contribution of Korean Literal, Inferential, and Evaluative Comprehension Skills to English Reading Comprehension

허윤지 한국영어학회 2014 영어학 Vol.14 No.4

The present study was designed to examine the relationship between Korean literal, inferential, and evaluative comprehension skills and English reading comprehension, compared to English linguistic knowledge, in Korean EFL context. Furthermore, unique predicting power of each Korean comprehension skill in explaining English reading comprehension was measured. For this study, fifty four Korean middle school students were recruited as participants, and their Korean comprehension skills (literal, inferential, and evaluative skills), English linguistic knowledge (vocabulary and grammar), and English reading comprehension performance were assessed and analyzed. The findings of this study demonstrated that all variables were significantly correlated to English reading comprehension, but English linguistic knowledge was more predictable in accounting for English reading comprehension than Korean comprehension skills. In addition, among Korean comprehension skills, only Korean literal comprehension skill explained uniquely and significantly English reading comprehension. Some speculations regarding the findings were discussed in the latter part of the article.

4-6학년 읽기부진아동의 은유이해능력과 읽기이해능력의 상관관계

이현정(Hyun Jung Lee),김미배(Mi bae Kim) 한국언어청각임상학회 2015 Communication Sciences and Disorders Vol.20 No.2

배경 및 목적: 본 연구는 초등학교 4-6학년 읽기부진아동의 은유유형에 따른 은유이해능력을 살펴보고, 읽기이해능력과의 상관관계를 살펴보고자 하였다. 방법: 본 연구의 대상은 학년과 성별을 일치시킨 초등학교 4-6학년 읽기부진아동과 일반아동 각 21명씩 총 42명을 대상으로 하였다. 은유이해 과제는 은유유형에 따라 지각적 은유와 심리적 은유로 분류하여 40문항으로 하였다. 읽기이해 과제는 한국어 읽기 검사(KOLRA)의 하위과제인 읽기이해 과제를 사용하였다. 결과: 첫째, 읽기부진아동의 은유이해능력이 일반아동보다 낮은 것으로 나타났다. 둘째, 은유유형에 따른 은유이해능력은 차이가 나타나지 않았다. 셋째, 읽기집단과 은유유형의 상호작용 효과는 나타나지 않았으며, 넷째, 은유이해능력과 읽기이해능력의 상관관계를 살펴본 결과, 일반아동은 상관관계가 유의미하지 않았으나 읽기부진아동의 경우 상관관계가 나타났다. 논의 및 결론: 본 연구는 읽기부진아동의 은유이해능력에 대한 어려움을 확인하였으며 읽기이해능력과 은유이해능력의 관계가 있는 것을 확인하였다. 일반아동의 경우 고학년에 은유이해능력이 완성단계에 도달하였다. 그러나 읽기부진아동은 은유이해능력이 낮았으며 읽기 이해와 밀접한 관련을 보여 읽기뿐 아니라 상위언어능력에 어려움을 보인다는 것을 알 수 있었다. 본 연구의 결과는 읽기부진아동의 특성을 파악하고 중재계획을 설정할 때 읽기능력과 더불어 은유이해능력을 살펴보아야 함을 말하며, 나아가 상위언어능력의 확인 및 중재가 반드시 필요하다는 것을 시사한다. Objectives: The purpose of this study was to identify metaphor comprehension according to types of metaphors in poor readers grades 4 through 6. Methods: The participants in this study were 21 elementary school students with poor reading ability and 21 age-matched students with normal reading skills. The metaphor comprehension task was composed of 40 questions (perceptual metaphors, psychological metaphors). The reading comprehen-sion task was taken from the Korean Language based Reading Assessment (KOLRA). Re-sults: First, the poor readers had lower metaphor comprehension compared to the normal children. Second, there was no difference in metaphor comprehension according to types of metaphors. Third, there was no interaction between the reading group and metaphor types. Fourth, the normal readers had no correlation between metaphor comprehension and reading comprehension, whereas the poor readers had a significant correlation be-tween their metaphor comprehension and reading comprehension. Conclusion: The study demonstrated that poor readers had difficulties with metaphor comprehension and that there was a correlation between reading comprehension and metaphor comprehension. The normal children's ability to understand metaphor reached the completion stage in the upper grades. This study suggests that children need to master various linguistic elements, including metaphor comprehension. It seems necessary consider metaphor comprehen-sion when providing an intervention program for poor readers.