초등학생의 읽기유창성 특성 연구 = Reading Fluency of Elementary Students in Korea: Reading Developmental Patterns and Error Patterns

국문 초록 (Abstract)

배경 및 목적: 최근 읽기유창성은 읽기이해와 유의한 관련성을 지니는 변인으로서 중요성이부각되고 있다. 하지만, 국내에서는 초등학교 전반에 걸친 읽기유창성 발달패턴 및 읽기 과정에서는 보이는 구체적인 오류를 분석한 연구가 부족한 상황이다. 따라서 본 연구에서는 초등학교 1, 3, 5학년 학생(총 76명)들의 읽기유창성 발달 패턴과 오류 유형 패턴을 알아보고자하였다. 방법: 학년 수준을 고려한 읽기지문을 개발하여 초등학교 1, 3, 5학년 학생들을 대상으로 읽기유창성 평가를 실시한 후, 학년에 따른 읽기유창성 발달 패턴과 읽기지문을 읽는 과정에 산출된 오류 유형 및 빈도를 알아보았다. 결과: 첫째, 읽기유창성 평가의 양적 분석 결과,학년에 따른 유의한 차이가 나타났다. 둘째, 어절 수준의 오류를 분석한 결과, 모든 학년에서대치가 가장 높게 나타났다. 나머지 오류 유형은 학년별로 다소 차이를 보였지만, 전반적으로자기교정과 반복이 그 뒤를 이었고, 생략이 그 다음으로, 첨가가 가장 적게 나타났다. 또한,다른 의미 단어로의 대치가 무의미 단어로 변환하여 읽는 오류보다 높게 나타났다. 셋째, 텍스트 수준의 오류를 분석한 결과, 문맥 상 의미가 통하는 오류가 그렇지 않은 오류보다 높게나타났으며, 학년이 증가함에 따라 의미가 통하는 오류의 비율이 증가하는 것으로 나타났다.논의 및 결론: 본 연구의 결과를 종합해 볼 때, 읽기유창성은 양적으로 질적으로 초등학교전반에 걸쳐 지속적인 발달 패턴을 보인다고 볼 수 있다.

다국어 초록 (Multilingual Abstract)

Background & Objectives: Recently, the importance of reading fluency has been emphasized.However, a limited number of studies on reading fluency are available in Korea. Thus, this study was conducted with a total of 76 elementary students in grades 1, 3, and 5, to compare the developmental patterns of reading fluency across grades and to examine the types of errors and their frequencies. Methods: For the purpose of this study, reading
passages at each grade level were developed. Developmental patterns of reading fluency across grades and the types of errors were analyzed. Results: The major results were summarized as follows: first, reading fluency results showed significant differences according to grade level. Second, the analysis results of the errors from the word-level perspective showed that replacement errors appeared most frequently, followed by self-correction errors, repetition errors, deletion errors, and addition errors. Moreover, students tended to replace words with those with a different meaning rather than changing them into non-existent words. Third, the analysis results of text-level errors showed that the occurrence of errors that retained the meaning of the sentence was higher than that of nonsensical errors. Discussion & Conclusion: Based on the results from the present study, it can be concluded that reading fluency develops quantatively and qualitatively over the
elementary school years.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 연구 방법
• Ⅲ. 연구 결과
• Ⅳ. 논의 및 결론

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