유도적 읽기가 학습자의 자기 주도적 읽기 능력에 미치는 효과 = The effects of guided reading on learners’ self-regulated reading ability

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of guided reading on learners’ self-regulated reading ability. Guided reading is a teaching method that gives learners the opportunity to practice their own reading strategies. Eventually, learners become able to generate their self-regulated reading strategies. Guided reading is based on the gradual release of responsibility model (GRRM), which is closely related to the process of gaining an apprenticeship in constructivism. In order to study the effects of guided reading on learners’ self-regulated reading ability, two classes of 5th graders in a primary school in Seoul participated in this study. One class received guided reading instruction to practice their English reading strategies and the other class received English reading instruction according to the seventh English curriculum in Korea. The results of this study showed that the experimental group who received guided reading instruction based on GRRM achieved a higher score in the post test than the control group who did not receive guided reading instruction. They also showed more confidence in reading English.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경 및 선행 연구
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 연구의 제한점
• 참고문헌

참고문헌 (Reference)

1 이경화, "자기조절전략 활용의 상보적 수업이 유아의 독해력과 자기조절 학습력 및 초인지 능력 향상에 미치는 효과" 한국교육심리학회 18 (18): 219-239, 2004

2 윤미령, "읽기 수업에서 상보적 교수법과 직접 교수법의 효과 비교연구" 2003

3 정동빈, "유치원 어린이의 영어 문자 지도 기법" 팬코리아영어교육학회 14 (14): 381-406, 2002

4 정동빈, "웹기반 조기영어 문자지도모형" 14 : 27-50, 2005

5 이신동, "상보적 교수 활동이 학습 부진아의 독해 전략과 자기 조절 학습 전략의 활용에 미치는 효과" 15 (15): 163-197, 2001

6 황윤한, "개별화 수업: 이해와 적용" 교육과학사 2005

7 Skeete, C. A, "The effect of three reading programs upon the reading achievement of eddy middle school students" 2003

8 A, "Teaching English as a second or foreign language" 432-453, 1991

9 Schunk, D. H.,, "Social origins of self-regulatory competence" 32 : 195-208, 1997

10 Wang, C, "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language" 2004

11 Robb, L, "Reading strategies that work" Scholastic 1996

12 Malik, S, "Reading for meaning: A guided reading approach" 98 (98): 369-378, 1996

13 Johnson, J. C, "Providing the toolbox: Reading comprehension strategy instruction to fourth grade students" 2002

14 Cambridge, "Mind in society The development of higher psychological processes" Harvard University Press 1978

15 김재성, "Literacy 중심 영어 교육의 성격" 24 (24): 1-27, 2003

16 Kern, R, "Literacy and language teaching" Oxford University Press 2000

17 Cooper, D, "Literacy" Houghton Mifflin 2003

18 Tomlinson, C. A, "How to differentiate instruction in mixed-ability classrooms" Association for Supervision and Curriculum Development. 2001

19 Villaume, S. K.,, "From guided reading to promoting thoughtful literacy Explorations of a teacher-researcher team" 52 (52): 369-378, 2002

20 Foley, "Effects of the guided reading procedure on fifth grader’s summary writing and comprehension of science text" 1993194-201

21 Weaver, C.,, "Creating support for effective literacy workshop materials and handouts" Heinemann 1996

22 Travers, N. L.,, "Changes in students’ self-regulation based on different teaching methodologies" 2000

23 Dorn, L.,, "Apprenticeship in literacy Transitions across reading and writing" Stenhouse 1998

24 Butler, D, "A strategic content learning approach to promoting self-regulated learning by students with learning disabilities" Springer 143-167, 1998

25 Zimmermann, "A social cognitive view of self-regulated academic learning Journal of Educational Psychology" 329-339, 1989

26 Hornsby, D, "A closer look at guided reading" Eleanor Curtain 2000