읽기技能의 獲得과 超認知的 知識의 關係에 대한 理論的 考察 = The Study of Relationship between Acquisition of Reading Skill and Metacognitive Knowledge

다국어 초록 (Multilingual Abstract)

Reading, an important component of school education, is a complicated activity requiring various cognitive skills.
There is a wide gap, both in functional aspect and perceptional aspect, between begining readers(or poor readers) and good readers in their reading skills.
To narrow this gap and to enhance reading skill of poor readers teaching method of letters and words has been explored. There are several teaching methods of letter: Trial-errer method, Delayed-prompting method, Fading training. Delayed-prompting is the most effective. For the teaching methds of words, two methods are competing each other. However, those two methods should be used exclusively but complemently.
Approach of cognitive psychology for the enhancement of reading skill introduce the concept of meta-cognition. Metacognition means individual's awarness and knowledge of cognitive process. Metacognition in reading complys scanning, skimming, summarizing, rereading, underlining.
In most previous studies, the positive relationships between child's metacognitive knowledge and reading skill were statisticaly tested and accepted significantly. Therefore it is desirable to introduce the theoretical framework of cognitive psychology, especially the concept of metacognition, to school education. In addition, teacher should explore how to apply the metacognitive skill to instruction (especially reading process).

목차 (Table of Contents)

• Ⅰ. 緖論
• Ⅱ. 읽기學習
• A. 어린이들의 읽기技能 差異
• B. 읽기技能 向上을 위한 一般的 戰略
• Ⅲ. 超認知의 定義와 範疇
• Ⅳ. 超認知的 知識과 읽기技能
• Ⅴ. 要約, 結論 및 提言