L1-L2 Reading Comprehension Transferability in Factual and Inferential Tasks

Young-Sun Moon,Bei-Bei Luo 한국응용언어학회 2017 응용 언어학 Vol.33 No.1

The current study aimed to investigate the transferability of reading comprehension abilities from L1 to L2 between languages with distant orthographies. Furthermore, this study examined the degree of transferability based on different levels of tasks and different L2 proficiency groups. The scores of sixty-five Korean EFL high school students’ Trial-CSAT of English and Korean language tests were used as criteria for their level of L2 proficiency and L1 reading comprehension, in addition to a self-designed English reading test with factual and inferential tasks as L2 reading comprehension. This study has statistically analyzed the acquainted data and identified the following research findings: (1) Korean EFL students’ L1 reading comprehension ability did transfer to their English reading comprehension ability; (2) Korean EFL students’ L1 inferential reading comprehension ability was more transferable to L2 reading comprehension than their L1 factual reading comprehension ability; (3) A meaningful transferability of Korean inferential reading comprehension ability in English reading comprehension test (especially in English inferential reading tasks) was observed on the lower proficiency EFL learners, whereas no obvious transferability of Korean reading comprehension ability was found in higher proficiency EFL learners.

Reading Fluency vs. Oral Language Comprehension in Predicting Reading Comprehension of Korean EFL Learners

Yusun Kang 한국응용언어학회 2011 응용 언어학 Vol.27 No.4

This study explored the applicability of the simple view of reading(Gough & Tunmer, 1986) for high school Korean EFL learners. The simple view of reading highlights language comprehension abilities and decoding skills as the two major components that explain reading comprehension. However, considering that most older L2 readers, such as Korean high school EFL learners, presumably have good command of word-level decoding skills, a slightly modified version of the simple view of reading was investigated in the current study. That is, in lieu of word recognition abilities, reading fluency that measured readers’ ability to decode and comprehend rapidly and simultaneously at the sentence level was considered. In addition, the relative importance of the two major constructs in explaining reading comprehension was explored. 101 Korean EFL learners in their first year of high school served as participants in this study, and the findings demonstrated that the modified simple view of reading was supported, as both reading fluency and language comprehension abilities turned out to be significant contributors to reading comprehension. However, the results from structural equation modeling showed that oral language comprehension abilities had much stronger influence on reading comprehension abilities, compared to reading fluency. These findings provide important pedagogical implications for building Korean EFL learners’ general oral language comprehension abilities in promoting successful reading comprehension in English.

Reading Fluency and Listening Comprehension Abilities as Predictors of Reading Comprehension

안효빈,강유선 한국영어교육학회 2016 ENGLISH TEACHING(영어교육) Vol.71 No.1

This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable Students (CS)―were tested on measures of reading fluency, vocabulary knowledge, listening comprehension, and reading comprehension. The findings indicated that reading fluency and listening comprehension abilities were significantly related to the reading comprehension of both MHCS and CS groups. However, the results from a series of hierarchical regression analyses revealed that while listening comprehension was a stronger predictor of reading comprehension of the MHCS group, it was reading fluency that explained more variance in comprehension of the CS group. Implications for reading instructions are discussed.

Reading Fluency vs. Oral Language Comprehension in Predicting Reading Comprehension of Korean EFL Learners

강유선 한국응용언어학회 2011 응용 언어학 Vol.27 No.4

This study explored the applicability of the simple view of reading (Gough & Tunmer, 1986) for high school Korean EFL learners. The simple view of reading highlights language comprehension abilities and decoding skills as the two major components that explain reading comprehension. However, considering that most older L2 readers, such as Korean high school EFL learners, presumably have good command of word-level decoding skills, a slightly modified version of the simple view of reading was investigated in the current study. That is, in lieu of word recognition abilities, reading fluency that measured readers’ ability to decode and comprehend rapidly and simultaneously at the sentence level was considered. In addition, the relative importance of the two major constructs in explaining reading comprehension was explored. 101 Korean EFL learners in their first year of high school served as participants in this study, and the findings demonstrated that the modified simple view of reading was supported, as both reading fluency and language comprehension abilities turned out to be significant contributors to reading comprehension. However, the results from structural equation modeling showed that oral language comprehension abilities had much stronger influence on reading comprehension abilities, compared to reading fluency. These findings provide important pedagogical implications for building Korean EFL learners’ general oral language comprehension abilities in promoting successful reading comprehension in English.

Simple View of Reading 읽기 모형 검증 연구 -중국인 한국어 학습자 대상으로

정이한 한국언어문학회 2022 한국언어문학 Vol.121 No.-

In this study, I conducted a verification experiment with 31 Chinese Korean learners to test whether the reading comprehension ability of Korean students can be explained by Gough and Tunmer's (1986) model of reading, the Simple View of Reading (SVR). There are two key aspects of SVR. First, reading comprehension can be divided into decoding and linguistic comprehension, and the lack of either means that reading comprehension will not progress. Second, D x L, the product of decoding and linguistic comprehension has a significant predictive power for reading comprehension. To test this model, in this study, vocabulary recognition ability and listening comprehension ability were assessed as measures of decoding skills and linguistic comprehension ability. The study results are as follows. First, the correlation analysis indicated that linguistic comprehension and decoding skills were significantly correlated with reading comprehension. Second, D x L showed the strongest correlation with reading comprehension and had a stronger predictive power for reading comprehension than the power of decoding or linguistic comprehension. Lastly, because of all the experiment participants being adult learners, linguistic comprehension carries more weight for reading comprehension than decoding skills. Therefore, the SVR reading model can be applied to explain Korean learners' reading comprehension abilities. Furthermore, though this verification experiment, a new perspective on the Korean learners' reading comprehension ability is provided. ,

의미단위 띄어 읽기 전략 교수가 읽기이해부진아동의 읽기유창성과 읽기이해에 미치는 효과

김소진,강옥려 한국학습장애학회 2014 학습장애연구 Vol.11 No.1

The purpose of this study was to examine the effect of the meaning-centered sentence pause reading strategy on the reading fluency and reading comprehension(i.e., realistic, inferential and critical reading) of fourth-grade school children with poor reading comprehension. Children who face no difficulties in decoding words yet have troubles in reading comprehension are called children with poor reading comprehension. Meaning-centered sentence pause reading fluency refers to dividing a sentence into phrases by meaning and reading each phrase at a time. The subjects were 20 children with poor reading from one of the schools were selected as an experimental group, and the others from the other school were selected as a control group. The experimental group took lessons by using the meaning-centered sentence pause reading strategy, and the control group received instruction according to the teacher's guide of the Korean language. The experiment was implemented in 16 sessions, 40 minutes each. To verify the effects of intervention, tests for reading fluency and reading comprehension were conducted before and after intervention. The data was analyzed through a multivariate analysis of variance (MANCOVA) using SPSS. The result was that the use of the meaning-centered sentence pause reading strategy had a positive impact on the reading fluency improvement of the children with poor reading comprehension. Regarding three sub-categories of reading comprehension, students in the meaning-centered sentence pause reading strategy group showed significant differences only in terms of realistic and inferential comprehension, In critical reading comprehension, however, no significant differences were found. Some implications and discussions were offered. 본 연구는 의미단위 띄어 읽기 전략 교수가 초등학교 4학년 읽기이해부진아동의 읽기유창성과 읽기이해(사실적, 추론적, 비판적 읽기)에 미치는 효과를 알아보고자 하였다. 읽기이해부진아동이란 읽기핵심기술 중 단어재인에는 어려움을 보이지 않으나 읽기이해에 어려움을 보이는 아동을 말하며 의미단위 띄어 읽기란 한 문장을 의미가 통하는 구로 나눈 후 한꺼번에 한 구씩 자연스럽게 띄어 읽는 전략을 의미한다. 초등학교 4학년 읽기이해부진아동을 2개의 초등학교에서 각 학교별로 10명씩 선정하여 학교단위로 실험집단과 통제집단으로 나누고, 실험집단에는 의미단위 띄어 읽기 전략교수를 적용하고 통제집단에는 국어과 교사용 지도서에 명시된 교수법을 적용하였고, 중재시간은 회기당 40분으로 총 16회기에 걸쳐 진행되었다. 중재효과를 검증하기 위하여 읽기유창성 검사와 읽기이해 검사를 사전과 사후에 각각 실시하였으며 연구에서 얻어진 결과는 다중공분산분석(MANCOVA)를 활용하였다. 연구결과 의미단위 띄어 읽기 전략 교수는 읽기이해부진아동의 읽기유창성과 읽기이해에 긍정적인 영향을 주었다. 읽기이해의 세 가지 하위영역 중에서는 사실적 이해와 추론적 이해에서 유의한 향상을 보였고 비판적 이해에서는 실험집단과 통제집단의 유의한 차이가 보이지 않았다. 연구의 시사점과 논의를 제공하였다.

컴퓨터 그래픽 조직자를 활용한 이야기 문법 교수가 읽기이해부진 학생의 읽기이해에 미치는 영향

원윤미,김애화 한국교육방법학회 2019 교육방법연구 Vol.31 No.3

This thesis explores a way to improve reading comprehension skills of students with reading comprehension disabilities, by means of story grammar instruction through computer graphic organizer. Using multiple probe design across subjects, this study set up the instruction process, especially for the second grade level of an elementary school. It is noting that the sample size is three, which means that this instruction was applied to three of the second grade students who had difficulties in reading comprehension. This study attempted to examine the effects of story grammar instruction through computer graphic organizer on reading comprehension of students with reading comprehension disabilities, aiming at helping the students improve reading comprehension by understanding the structure of a story. According to the results, first, story grammar instruction through computer graphic organizer on reading comprehension benefitted students with reading comprehension disabilities. Second, the evaluation sessions identified that the impact of the intervention was maintained. The intended contribution of this thesis, therefore, is to identify the effects of story grammar instruction through computer graphic organizer on reading comprehension of students with reading comprehension disabilities. In light of these remarks, the following sections describe why this attempt is important, how it works for students with reading comprehension disabilities and the limitations for the future study. 본 연구는 컴퓨터 그래픽 조직자를 활용한 이야기 문법 교수가 읽기이해부진 학생들의 읽기이해에 미치는 영향을 알아보고자 하였다. 읽기이해에 어려움을 보이는 초등학교 2학년 학생 3명을 대상으로 대상자간 중다 간헐 기초선 설계를 적용하여 연구를 실시하였다. 본 연구에서는 이야기 글의 구조를 파악하기 위해 컴퓨터 그래픽 조직자를 활용한 이야기 문법 교수를 적용하여 읽기이해의 향상을 보고자 하였다. 주요 연구 결과는 다음과 같다. 첫째, 컴퓨터 그래픽 조직자를 활용한 이야기 문법 교수가 읽기이해부진 학생의 읽기이해 성취도를 향상시켰다. 둘째, 컴퓨터 그래픽 조직자를 활용한 이야기 문법 교수의 효과가 중재 종료 후에도 유지되는 것으로 나타났다. 이러한 결과를 통하여 컴퓨터 그래픽 조직자를 활용한 이야기 문법 교수가 읽기이해부진 학생의 읽기이해 성취도를 향상시키는데 긍정적인 효과가 있음을 알 수 있었다. 이상의 연구 결과를 토대로 제한점 및 향후 연구에 관한 제언을 논의하였다.

Predictive power of L2-English working memory capacity for L2 reading comprehension

권나나 한국외국어대학교 외국어교육연구소 2023 외국어교육연구 Vol.37 No.3

The aim of the present study is to investigate the contribution of L2 working memory capacity along with L1 working memory capacity, L2 linguistic knowledge, and L1 reading comprehension to L2 reading comprehension of Korean adult EFL learners and to investigate which factors predict L2 reading comprehension. It also aims to examine the predictive powers of such factors by L2 linguistic knowledge levels and L1 reading comprehension levels. To that end, 80 undergraduate and graduate school students performed a battery of tests: (a) reading comprehension tests in L1 and L2; (b) reading span tasks as a measure of working memory capacity in L1 and L2; and (c) L2 linguistic knowledge tests including vocabulary and grammar tests. The results of regression analyses revealed that L2 working memory capacity was found to be the strongest predictor of L2 reading comprehension followed by L1 reading comprehension. For participants with high L2 linguistic knowledge, L1 reading comprehension accounted for 43.3% of the variance and L2 working memory capacity explained 7% of the variance in L2 reading comprehension. For participants with high L1 reading comprehension, L2 linguistic knowledge explained 35.6% of the variance in L2 reading comprehension. For participants with low L2 linguistic knowledge or low L1 reading comprehension, L2 working memory capacity emerged as the sole significant predictor of L2 reading comprehension. These findings support the Linguistic Threshold Hypothesis (Cummins, 1976) proposing that a threshold level of L2 linguistic ability is required in order for L1 reading skills to transfer to L2 reading.

이야기 도식화 전략 교수가 초등 고학년 읽기장애 학생의 읽기 및 듣기 이해력에 미치는 효과

황리리(Lee Lee Hwang),박현숙(Hyun Sook Park) 한국언어청각임상학회 2004 Communication Sciences and Disorders Vol.9 No.2

읽기장애 학생들의 읽기 이해를 향상시키기 위해서는 전략적인 읽기를 위한 교수와 더불어 이해를 돕기 위한 구조 및 형식이 마련되어야 한다. 이야기 도식화 전략 교수는 이야기 도식을 이용하여 이야기 구조를 직접 교수함으로써 읽기 전략을 가르치는 교수방법이다. 본 연구는 초등학교 고학년 읽기장애 학생들에게 이야기 도식화 전략 교수를 실시하여 읽기장애 학생들의 읽기 이해력에 미치는 효과 및 듣기 이해력으로의 일반화 효과를 알아보고자 하였다. 이를 위하여 서울 시내 초등학교에 재학중인 고학년 읽기장애 학생 22명을 대상으로 실험집단에게는 10회기동안 이야기 도식화 전략을 사용한 읽기 교수를 실시하였고, 통제집단에게는 전통적인 읽기 교수를 실시하였다. 교수 결과, 통제집단에 비해 이야기 도식화 전략 교수를 받은 실험집단의 읽기 이해력이 향상된 것으로 나타났으며, 교수의 효과가 듣기 이해력으로까지 일반화되었다. 뿐만 아니라 향상된 읽기 이해력은 교수가 끝난 후에도 유지되었으며, 듣기 이해력은 지속적으로 향상된 것으로 나타났다. The purpose of this study was to test the effect of story mapping strategy instruction on the reading and listening comprehension of elementary students with reading disability. For this purpose, we selected 22 elementary students with reading comprehension difficulties, based on the results of the KEDI-WISC intelligence test, the word recognition subtest and the reading comprehension subtest of the Basic Academic Achievement Test. The students were divided into two groups, an experimental group with the story mapping strategy method and a control group with the general reading method. This experiment was conducted for 40 minutes each day for ten sessions. To test the effect of this experiment, a pretest, posttest, and maintenance test of both reading and listening comprehension were given. The reading and listening comprehension abilities were measured according to the story grammar components after each story had been read and listened to. ANCOVA was used to analyze the collected data utilizing reading comprehension pretest scores as covariates, and paired sample t-tests were used to test both generalization and maintenance effects. The results obtained from this study are summarized as follows. (1) The experimental group showed significantly higher performance in reading comprehension than the control group. (2) A significant difference was found between the pretest and posttest scores in listening comprehension of the experimental group, indicating that the improved reading comprehension was generalized to listening comprehension. (3) Improved reading comprehension was maintained and listening comprehension was continuously improved after instruction. Based on these results, it could be concluded that the story mapping strategy instruction is an effective method for improving reading and listening comprehension in elementary students with reading disability.

초등 1학년 어휘발달지연 아동의 읽기이해 및 읽기이해 모니터링 능력

윤효진 한국언어청각임상학회 2024 Communication Sciences and Disorders Vol.29 No.2

배경 및 목적: 본 연구는 초등 1학년 학기 말 시기에 어휘발달지연 아동의 읽기이해와 읽기이해 모니터링 능력을 살펴보았다. 서로 일치하지 않는 정보인 내적 비일관성 오류가 포함된 짧은 이야기글을 제시하고 아동이 이를 적절하게 탐지하고 확인할 수 있는지를 통해 어휘발달지연 아동이 자신의 이해를 적절하게 모니터링할 수 있는지를 살펴보고자 하였다. 방법: 초등학교 1학년 말의 어휘발달지연 아동 14명과 일반 아동 15명이 참여하였다. 각 아동은 10개의 내적 비일관성 오류가 포함되지 않은 이야기글과 10개의 내적 비일관성 오류가 포함된 이야기글을 읽었다. 아동이 글을 읽은 후 오류가 있는지 없는지를 판단하는 오류 탐지 과제(error detection task)와 오류가 있다면어떤부분이이상한지찾고수정하도록요구하는오류수정과제(error correction task)를실시하였다. 결과: 어휘발달지연아동은일반 아동에 비해 읽기이해와 이해 모니터링 모두에서 어려움을 보였다. 어휘발달지연 아동은 내적 비일관성 오류가 포함된 모순된 글을 읽고 오류가 있다고 판단하는 오류탐지 과제와 오류수정 과제에서 또래 아동에 비해 통계적으로 유의하게 낮은 수행력을 보이는 것으로 나타났다. 일반 아동 집단에서만 읽기이해와 모니터링 간의 상관관계가 있는 것으로 나타났다. 논의 및 결론: 어휘발달지연 아동들은 읽기이해와 읽기이해 모니터링 모두에서 어려움이 있는 것으로 나타났다. 어휘지식의 부족은 텍스트에서 내용을 잘못 이해했을때 이를 인지하거나 효과적인 전략을 사용하여 해결하는 데 영향을 미치기 때문에 결국 읽기이해에 실패하게 된다. 이는 어휘발달을 포함한 언어발달장애 아동에게 읽기이해뿐 아니라 이해 모니터링 평가와 적절한 중재가 필요함을 시사한다. Objectives: This study investigated reading comprehension and reading comprehension monitoring abilities of children with vocabulary delay at the end of the first grade. Specifically, the study examined whether children with vocabulary delays could detect internal inconsistency errors, which are contradictory pieces of information in a short story, and whether they could correct those errors to make appropriate changes to the story at the beginning stage of reading. Methods: Fourteen children with vocabulary delay and 15 typically developing children participated in this study. Each child read 10 short stories without internal inconsistency errors and 10 stories with internal inconsistency errors. After reading the text, children were asked to find any inconsistent parts of the story and correct them. Results: The results showed that children with vocabulary delay performed worse on reading comprehension than their peers. They also scored statistically lower on both the error detection and error correction tasks in stories with internal inconsistency errors compared to typically developing children. For typically developing children only, there were significant correlations between reading comprehension and reading comprehension monitoring. Conclusion: Children with vocabulary delay exhibited difficulties in both reading comprehension and comprehension monitoring. Poor vocabulary knowledge can hinder their ability to recognize when a text is misunderstood or to apply effective strategies for resolving problems, ultimately leading to reading comprehension failure. This suggests that children with language disorders, including those with vocabulary delays, need to be assessed and provided with interventions for both reading comprehension and comprehension monitoring.