명시적 영어 음소 인식지도가 초등학생의 초기 문식성에 미치는 효과 = The Effects of Explicit English Phonemic Awareness Instruction on the Early Literacy of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of phonemic awareness instruction of fourth grade elementary learners’ reading and writing literacy using English story books. To fulfill the purpose of this research, 53 fourth graders were included in this study. The students were divided into two groups and tested twice a week for 15 weeks in their regular English class. The experimental group was given phonemic awareness instruction using English story books, and the control group was given standard reading instruction using the same English story books. To measure the effects, the analysis of learners’ English reading and writing literacy abilities were conducted. DIBELS(Dynamic Indicators of Basic Early Literacy Skills) and writing test were introduced for pre and post experiment, and the pre and post interview results were analyzed by descriptive statistics and frequency analysis. The findings were as follows: Four types of DIBELS(ISF, PSF, LNF, NWF) test showed a statistically significant improvement between the results of the experimental class and the compared class. However, in the case of the LNF test, two groups’ pre test results were too high to show a statistically significant improvement, but it did prove to be more influential on the leaners’ reading ability positively. Phonemic awareness instruction was also effective in improving the learners’ writing literacy abilities than the standard reading instruction.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 결론 및 제언
• 참고 문헌

참고문헌 (Reference)

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2 김정렬, "초등교사가 알아야 할 영어학과 영어교육" 경문사 2011

3 이주연, "음소 인식을 활용한 초등 영어 수업이 수준별 집단의 읽기·쓰기 능력에 미치는 효과" 광주교육대학교 교육대학원 2007

4 이차숙, "유아 언어 교육의 이론적 탐구" 학지사 2004

5 한국외국어평가원, "완·만·고 PELT jr. 3급" 씨앤티 2011

6 심유미, "영어 음소지도가 수준별 능력에 따른 초등학생의 단어쓰기에 미치는 영향" 한국외국어대학교 교육대학원 2009

7 우길주, "리터러시(Literacy) 시작 단계 아동의 영어 음소 인식 사례 연구" 새한영어영문학회 49 (49): 217-238, 2007

8 이정은, "균형적 읽기 교수를 통한 초등학교 영어 읽기 지도 방안 연구" 한국교원대학교 대학원 2002

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13 Griffith, P. L., "Phonemic awareness helps beginning readers break the code" 45 (45): 516-523, 1992

14 Mann, V., "Phonemic awareness and further reading ability" 26 (26): 259-269, 1993

15 Good, R. H., "Official DIBELS home page"

16 Boweman, V. V., "Literacy achievement for English language learners: Best practices" University of Virginia 2007

17 Guccione, L. M., "Integrating literacy and inquiry for English learners" 64 (64): 567-577, 2011

18 CIERA, "Improving the reading achievement of America’s children: 10 research-based principles"

19 Ball, E. W., "Does phoneme awareness trainning in kindergarten make a difference in early word recognition and developmental spelling" 26 : 49-66, 1991

20 Henterly, A. M., "Developmental spelling and phonemic awareness in kindergarten" Western Washington University 2000

21 Treiman, R., "Children’s use of phoneme-grapheme correspondences in spelling: Roles of position and stress" 85 : 1-12, 1993

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24 Anderson, R. C., "Becoming a nation of readers: The report of the commission on reading" National Academy of Education 1985

25 Lopez, M. E., "A comparative study on the role of phonological awareness on Spanish and English reading acquisition for Spanish speaking first-graders" University of Oregon 2000

26 교육인적자원부, "2008 개정 교육과정 외국어과 교육과정 해설(Ⅰ)" 대한교과서 2007