읽기태도와 성취도에 영향을 미치는 요인들: 문해환경과 읽기전략을 중심으로 = Factors Influencing Reading Attitudes and Reading Achievement: Literacy Environment and Learning Strategy Use

다국어 초록 (Multilingual Abstract)

This study examined the role of home literacy environment (including home literacy resources, past reading experiences, parental support for reading) and learning strategy use in reading attitudes and subsequent reading achievement. Sample of Korean middle-school students from the Programme for International Student Assessment (PISA) was used to analyze structural relationships among variables of interests. Past reading experiences with parents (e.g. joint book reading, singing, talking with children) positively predicted parental reading support (e.g. going to library and bookstore, discussion about books). Reading attitudes are found to be highly associated with duration of reading for enjoyment; students who have higher positive reading attitudes are likely to read more frequently than student who have low positive reading attitudes. Having positive reading attitudes was also related to students' use of memorization, elaboration, and control strategies and these learning strategies were also positively correlated with reading achievement. Consistent with prior research, students who used more learning strategies demonstrated higher reading achievement. Finally, teachers' provision of appropriate strategies and stimulation during reading instruction helps student use more learning strategies. Implications for reading instruction and professional development were discussed.

국문 초록 (Abstract)

이 연구는 국제학업성취도 평가인 PISA(Programme for International Student Assessment) 자료를 사용하여 우리나라 학생들의 읽기태도와 인지전략이 읽기성취에 미치는 영향을 탐색하고자 하였으며, 특히 출현문해(emergent literacy)의 관점에서 읽기의 환경요인으로 가정의 읽기자원, 부모의 읽기지원 활동 등이 읽기태도와 전략에 미치는 영향을 구조적으로 살펴보았다. 확인적 요인분석과 구조방정식 모형을 검증한 결과 적합도 지수는 연구모형이 자료에 잘 부합함을 보여주었고, 긍정적 읽기태도는 암기전략, 정교화전략, 통제전략의 사용 및 읽기성적을 정적으로 예측하였다. 과거읽기활동은 부모의 읽기지원활동을 정적으로 예측하였고, 또한 긍정적, 부정적 읽기태도의 형성을 유의하게 예측하였다. 나아가 수업시간에 이루어지는 교사의 적절한 읽기자극이나 전략의 사용은 학생들의 심층인지전략 사용을 정적으로 예측하고 있었다. 이와 같은 연구결과는 학생들의 읽기태도와 동기에 미치는 영향력을 부모/교사관련 요인들을 고려하여 포괄적으로 살펴볼 필요성과, 궁극적으로 읽기성취에 도움이 되는 이러한 요인들을 읽기교수학습 과정에 포함해야 할 필요성을 함께 시사한다.

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