초등학교 읽기장애학생을 위한 독해력 향상연구의 효과크기 및 조정변수에 관한 분석 = Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study is to suggest the way of instructional strategies, in which is expected to cause the high accomplishment in the reading comprehension improvement of elementary students with reading disabilities. To do this end, 23 intervention studies that were related to reading comprehension strategies were selected. The results were meta-analyzed by using CMA (Comprehensive Meta Analysis) 2.0 version program. To evaluate the effect of the instructional strategies used in each study, a total of 24 Hedges’s g values were calculated. The overall mean effect size for all studies was 2.83, so the effect was proved to be very positive and effective. Research strategies are divided into four areas - Predicting strategy, Elaboration strategy, Organization strategy and Comprehension-monitoring strategy in accordance with Seo(2001)’s category. Organization strategy was proved to be the most effective instruction method. Moderator analysis showed that variables such as study design, reading level, the number of intervention per week, measurement tool influenced on the effect size. There was no difference in effect size according to student’s year. However, studies on students who was fallen over 1.5 years behind their age in academic reading performance is more effective. In condition of intervention, studies which conducted 1-2 times per week had more effective than the others. In terms of the number of total intervention and place, there was no meaningful difference. And studies with modified and complemented measurement tools had bigger effect size than with curriculum-based measurement tools.

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