교수전략이 초등학생의 읽기 능력 발달에 미치는 효과 연구 = Effect of Reading-Instructional Strategies on Reading Growth for Elementary-School Students

다국어 초록 (Multilingual Abstract)

This study was designed to examine the effect of reading-instructional strategies (i.e., word-skill, comprehension, motivation, and assessment practices) on reading growth for elementary-school students. Participants in this study were 171 students in grades two through four and 10 classroom teachers. Students` reading performance was repeatedly measured with the Curriculum-Based Measurement (CBM) maze task during the school year and the survey questionnaire on reading-instructional strategies was administered to teachers at the end of the school year. The results of the study show that only assessment practice was significantly related to students` reading growth over a school year. Students whose teachers reported they more actively monitored student progress and adjusted instruction based on student performance showed higher growth rates by .38 increase per month in the number of correct choices on the CBM maze task, on average, than students whose teachers did less. As a conclusion, discussed was how to help teachers to monitor student progress and accommodate instruction in a logistically efficient way.