유아의 읽기에서의 초인지 활용에 관한 고찰 = A Study of Metacognitive Strategies in Reading Comprehension for Young Children

다국어 초록 (Multilingual Abstract)

Schools usually begin teaching of letter recognition, writing, and reading at the start of primary level. However, mast children are already in possession of prereading and writing skills before they enter primary school because they acquired them naturally from the environment. As well, the particular language structures and functions which children bring to the classroom influence the way they learn reading and writing there. Thus, the kind and quality of preliteracy experiences young children have with letters is very important to their success in learning to read and write. Preschool teachers can play a large role in assisting children in the development of the cognitive and metacognitive processes which facilliltate reading and writing. The purpose of this study was to ascertain the degree of preschool children`s metacognition usage in reading in order to seek new directions in constructing effective reading strategies. Subjects were a group of five and six year old children divided into two subgroups according to their IQ scores. Each group was read a fairy tale. Responses of the two groups were compared in terms of several sub-factors of reading comprehension such as predicting, questioning and answering, identifying main idea, and formulating questions. Major findings are: (1) there appears to be a significant developmental difference in the sub-factors of questioning and answering(p<.05), and there appears to be a significant intellectual difference in the sub-factor of identifying main ideas(p<.05); (2) a comparison in the use of metacognitive strategies between the two groups indicates that 6 year old children are more inclined to use those strategies.