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유아의 읽기 프로그램 효과에 관한 메타분석 원문보기

  • 저자

    조은실

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육학과 교육심리전공

  • 지도교수

  • 발행년도

    2014

  • 총페이지

    Ⅴ, 39 p.

  • 키워드

    유아의 읽기 프로그램 읽기 프로그램의 효과;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534331&outLink=K  

  • 초록

    The study is to synthesis the studies on the effects of reading comprehension programs in kindergarten students by meta-analysis. To achieve research questions, the researcher searched for a variety of databases and analyzed 68 studies, which were 39 master's theses, 7 dissertations, and 22 articles from 2000-2014. For the study 68 effect sizes were analyzed by CMA2 program. The effects of reading comprehension programs were divided into linguistic competence, creativity, and interest-sociality areas. Publication biases were analyzed by Rosental's fail-safe N, Orwin's fail-safe N and Egger's regression intercept. By the results of analyses, there were low possibilities of the publication biases. The major findings of this research are as follows: First, in terms of the effectiveness of the reading comprehension programs of kindergarten students, the effect size of linguistic competence is 1.250, which means the experiment group is 39.43% higher than the control group. The effect size of creativity is 1.643, which meant that the experiment group is 44.95% higher than the control group. Also, the effect size of interest-sociality is 0.847, which means that the experiment group is 30.23% higher than the control group. There are heterogeneities in the effect sizes which are attributed by the moderator variables such as session times, total trials, week trials, treatment periods, subjects, publication years of reading comprehension program. The results of the study can be summarized that reading comprehension program is good for the Kindergarten students to learn.


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