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(The) Effect of Cooperative Learning through the K-W-L Technique on the Reading Comprehension and Reading Attitude of Children with Reading Disabilities

  • 저자

    이계영

  • 학위수여기관

    창원대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 64p.

  • 키워드

    KWL기법 협동학습 독해력;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168295&outLink=K  

  • 초록

    The purpose of this study is to find out the effect of cooperative learning through the K-W-L technique on the reading comprehension and reading attitude of children with reading disabilities. To achieve this purpose, we choose three elementary school students with reading disabilities and 38 common students on the forth grade and enforced the training with all the subject children in the classroom four times per week for 30∼40 minutes a session, totally 40 sessions. To search the effect on children's reading ability, we united subordinative fields of reading ability as a variable and observed changes. And then we proved the effect of cooperative learning through the K-W-L technique on children's reading ability using repeated measure two-way ANOVA. We displayed the changing aspect on the graph based on the individual scores the children got to show the effect on reading ability of children with reading disabilities. To investigate the effect on reading attitude of children with reading disabilities, we searched five classified factors - the attitude of students, reading by the existing situation, having interest in reading books, reading habit and using reading techniques in learning, observed and took note children's reading attitude changes between prior test and post test and analyzed and described the result qualitatively. The results of this study are like followings. First, cooperative learning through the K-W-L technique had a positive effect on reading ability of children with reading disabilities. Some meaningful changes in reading ability of children with reading disabilities were appeared between prior test, post test and supporting test. Children with reading disabilities could not read at prior test having a high degree of difficulty, but improvement of reading was remarkably indicated at post test and supporting test having a high degree of difficulty. In addition, in case of having middle or low degree of difficulty, reading ability of children with reading disabilities also developed on and on. Second, in the effect of cooperative learning through the K-W-L technique on reading attitude of children with reading disabilities, as motive and interest in reading the children had increased, children's reading habit was started to form and children with reading disabilities learned the way to use some reading strategies naturally by interacting with common children through cooperative learning, finally correct reading attitude was formed. The conclusion of this study are like followings. First, cooperative learning through the K-W-L technique had an effect on improving reading ability of children with reading disabilities. cooperative learning through the K-W-L technique was an effective reading teaching method that is helpful for improving reading ability in the fields of grasping and summarizing the contents by making previous knowledge that children had activated after reading and interacting with common children through cooperative learning. Second, cooperative learning through the K-W-L technique had an effect on changing reading attitude of children with reading disabilities. Especially, it was helpful for improvement of reading posture and of reading ability controling reading speed and became an effective reading teaching method to make children have the habit to find out and read a book to read by themselves.


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