패턴 북(Pattern Books) 읽기를 통한 초등학생 영어 리터러시 향상 연구
A study of English literacy development for elementary school students through reading pattern books
The purpose of this study is to explore an appropriate and easily applicatory method for developing English literacy of middle graders in elementary school. The researchers intend to examine research questions such as the effect of reading patterned books on literacy development and affective attitude to English learning. To figure out the answers to the questions, the researchers design the study which consisted of 12 lessons from May to July, 2012. Forty-seven fourth graders participated in this study with no control group. Main materials for lessons are patterned books. Reading activity is focused on oral reading such as reading aloud and shared reading including echo reading, choral reading, and cloze reading. For the affective domain including degrees of interest, self-confidence and participation in English learning, students are supposed to complete the questionnaire before and after the lessons for the study. For the cognitive domain, results of reading test including alliteration and rhyme awareness, reading comprehension, oral reading and writing test are analyzed quantitatively. Through this study, it is uncovered that reading patterned books has positive effects on improving early literacy and affective domain of middle graders in elementary school because statistically meaningful differences are shown in means of learners' test results. Since 3rd and 4th graders begin reading and writing according to the curriculum, Reading patterned books can create interest, meaningful context and examples of authentic language use. Reading patterned books can assist in the development of students' early literacy skills and prepare them in becoming fluent readers. Especially, the development of reading ability at the initial stage of learning is pivotal in becoming an independent reader. Therefore, it is crucial for educators to pay attention to and trace students' process of literacy development using running records to keep track of their progression.
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