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우길주 한국언어과학회 2014 언어과학 Vol.21 No.4
This study analyzed the ability of Korea and U.S. elementary and middle school students in an ‘English Camp’ context and its empirical application to English education in Korea. Participants were 140 students, in grades 3 through 6 of elementary school and grades 1 through 3 of middle school. The participants were divided into four levels according to pre-tests of the DIBELS(Dynamic Indicators of Basic Early Literacy Skills) test. Elementary school students of grades 3 and 4 showed improvement in reading ability, equal to the DIBELS grade 2 benchmark score. Students of grades 5 and 6 also showed improvement in reading ability, equal to the grade 4 benchmark score. The middle school students also showed improvement, equal to the grade 6(elementary school) benchmark score. The study showed that as students ascend grades, the gap between their reading ability and the benchmark score widens. The study suggests the need for early diagnosis of reading ability, the importance of early intervention, and the development of curriculum-based measurement of reading ability. (Busan National Universiy of Education)
우길주 한국언어과학회 2013 언어과학 Vol.20 No.4
The purpose of the present study was to analyze the effects of intensive reading and workbook intervention on five essential components in reading-camp context and its empirical application to English reading instruction. Participants were 146 students in Grades 1 to 6 from an elementary school participated in the study, and the testing period lasted about 6 months. The participants were divided into 4 levels according to pre- and post- tests of the DIBELS(Dynamic Indicate Basic Early Literacy Skills) test, as well as FSF(First Sound Fluency), NWF(Non-sense Word Fluency), DORF(Dibels Oral Reading Fluency), and DAZE(Dibels Maze) test scores. To measure the effects, the analysis of learners’ English reading ability, especially in the field of four specific areas(FSF, NWF, DORF, DAZE) and its correlation, was conducted. The findings were as follows: Four specific areas of the DIBELS test showed a statistically significant improvement between the results of the pre- and post- test scores. Furthermore, analysis of the test scores showed that there is a strong correlation between the four test areas. The study also suggested that the group which used workbook intervention with a storybook was more effective in improving the learners’ reading abilities than the group which only used a storybook
우길주 한국언어과학회 2019 언어과학 Vol.26 No.4
This is a pilot study for the establishment of a Korean-Lexile system. The reading camp consisted of 24 elementary school students from grades 1 through 6, with intensive English reading guidance on various books as teaching materials, covering four hours and 12 times per day. A one-to-one diagnosis was conducted for the 24 subjects and the changes in the program’s subjects' pre- and post-reading ability were compared and analyzed. In addition, the trend of Lexile changes was analyzed according to the trend of the reading ability change. The results of the pre-diagnosis ability of the subjects showed that they were generally below benchmarks, and the difference in the ability within the group was large. The results of the post-diagnosis ability of the subjects showed an improvement of reading ability and the Lexile index. The correlation between post-diagnosis reading ability and change in the Lexile index was generally static, but the increase in the number of Lexile per person was not consistent with the increase in reading ability. Based on the results, the study emphasizes the need for follow-up studies and the establishment of a Korean-Lexile system.
리터러시(Literacy)시작 단계 아동의 영어 음소 인식 사례 연구
우길주 새한영어영문학회 2007 새한영어영문학 Vol.49 No.1
Using a single baseline across subjects design, this study compared two pre and in school age children, reading experience, and pretest measure, during reading aloud and specific strategies targeted at training phonemic awareness. The training program was "Ladders to Literacy" and the children's progress was monitored using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Four measures, Letter Naming Fluency (LNF), Sound Naming Fluency (SNF), Initial Phoneme Ability (IPA), and Phonemic Segmentation Ability (PSA) were used. Results showed that following training, each child's performance on SNF, IPA, and PSA improved; performance on LNF varied. Conclusion and further research are discussed.