自己點檢 訓練이 初等學生의 說明的 敎材의 中心內容 理解에 미치는 效果
- 원문 URL
ABSTRACT Effects of Self-Monitoring Training on Elementary School Students' Comprehension of the Main Ideas in an Expository Text Lee, Ch'ang-Suk Department of Education Graduate School, Gyeongsang National University Supervised by Professor Moon, Seon-Mo The purpose of this study was to investigate the effects of self- monitoring training on elementary school students' comprehension of the main ideas in an expository text. For the purpose three conditions of self-monitoring were treated: (1) The condition which students applied self-monitoring strategy while finding out main ideas in an explicit text, (2) the condition which students applied self-monitoring strategy while finding out main ideas in an implicit text, and (3) the control condition which students did not apply such self-monitoring strategy. In particular this study combined the self-monitoring strategy and the main idea comprehension strategy. The main idea comprehension strategy emphasized the awareness of text structure using the table chart. The self-monitoring was incorporated throughout the main idea strategy instruction. Students were taught to use a self-monitoring card during independent practice to check their use of the main idea strategy. In the experiments a mixed, betweensubjects, withinsubjects, design was used. Two betweensubjects factors were conditions of self-monitoring (explicit text․implicit text·control) and levels of Korean language (high·low). One withinsubjects factor was testing time (pretest․posttest·two-week delayed). The criterion variables were scores of both main idea comprehension and text comprehension. Subjects of this study were 90 4th grade elementary school students sampled from one elementary school and assigned randomly to six conditions. These children were received nine sessions during 6 weeks which consisted of one pretest, six training, one posttest and one two-week delayed test. And three kinds of expository texts including one, three, or four paragraphs were used. Main findings from this study were as follows: First, the training which incorporated the self-monitoring strategy training throughout the main idea strategy instruction using an explicit or implicit text facilitated both main idea comprehension and text comprehension. These facilitative effects were showed regardless of levels of Korean language. These effects were due to both the awareness of text structure and the active learning writing the table chart. Second, the self-monitoring training shows both immediate and two-week delayed effects on both main idea comprehension and text comprehension. In particular these long-term retention effects seem due to the dual codes which use both imaginal representation and linguistic representation throughout writing table chart for finding main ideas in the expository. These findings suggest that the self-monitoring strategy is an effective method for reading instruction to improve the main idea comprehension in elementary schools.