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RISS 인기검색어
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- 저자 : Kiljoo Woo (검색결과 8 건)
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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.
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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.
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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.
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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.
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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.
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