초등 1-2학년 읽기 지원효과 : 파닉스를 활용한 음운통로 중재 vs 교과 고빈도 단어를 활용한 어휘통로 중재 Effects of Reading Support for Korean 1st and 2nd graders: Phonics based program vs Textbook frequency based program원문보기
Background: Phonological decoding is an early acquired ability and develops mainly during the low grades of elementary school. However, children with poor reading tend to have difficulty in learning because of difficulty with phonological processing, which is an ability that leads to the development of phonological decoding until the upper grades. Therefore, it is important to confirm the development of decoding in the lower grades of elementary school, and appropriate ...
Background: Phonological decoding is an early acquired ability and develops mainly during the low grades of elementary school. However, children with poor reading tend to have difficulty in learning because of difficulty with phonological processing, which is an ability that leads to the development of phonological decoding until the upper grades. Therefore, it is important to confirm the development of decoding in the lower grades of elementary school, and appropriate support and intervention is needed for those children with decoding difficulties. Phonics and whole word reading are the ways to mediate phonological decoding. Phonics and whole word reading promote the development of different reading pathways. Phonics promotes the development of the phonological route and whole word reading facilitates the formation of a lexical route. The effect of phonics and whole word reading intervention was confirmed through many studies from abroad(Ehri et al., 2001; Musti-Rao, Lo & Plati, 2014). However, in Korea, phonics & Whole word reading intervention studies have been limited. Therefore, the purpose of this study was to investigate the differences of phonological decoding enhancement according to two different intervention methods in first and second graders. In addition, we examined the difference between the two different intervention methods for children with poor reading. Methods: The subjects of this study were 30 students from first to second grade in Jeju Island and Chuncheon City. 30 students were more than 80 intelligence indices of the subcategory of K-CTONI-2 (Park, 2014) and did not have serious problems in temperament, emotion, behavior, and articulation or fluency according to the report of the homeroom and welfare teachers of each grade. Twenty children attending Jeju Island General Elementary School were assigned to the intervention group and 10 children attending Chuncheon General Elementary School were assigned to the control group. Ten of the twenty children in the intervention group were randomly assigned to the phonics decoding intervention group and the other ten were placed in the whole word reading group using the high frequency words from the textbooks from the first and s econd grade. Students with poor reading among 30 subjects were selected based on the Reading Score 2 of KOLRA(Pae et al., 2015) who were less than 25%ile according to the underachievement standard (Sharywitz et al, 1992). Phonics and whole word reading instruction using high frequency ejeol(어절 ) from the textbook was conducted in the order of pre-test, intervention, and post-test. Prepost test for evaluating phonological decoding ability used learning tasks which included the words used in the intervention and a probe task which was a similar shape with learning task. The pre-post test was conducted using a computer to allow the child to directly slide over and read the target words aloud. The vocabulary used in the phonics method was selected in 『Hankukeo Headok(한국어 해독) 』(Kim et al., in press). The intervention stage was divided into a single phoneme stage and a phonological rule stage. The single phoneme stage taught the target grapheme and its name, repeated the phoneme and grapheme using corresponding pic ture cards, and the children also made meaningless syllables by using magnet letters and read meaningless syllables. The phonological rule stage taught the target phonetic rules, and applied phonological rules to various words and phrases . The whole word reading intervention method used 531ejeol that appeared at the highest frequency in the 1st to 2nd grader's textbooks. 531ejeol included 70% of the nouns and predicates that appeared in textbooks and the top 305ejeol, which are about 40% of the total number of ejeol. The intervention consisted of 3 steps. First, The mediator read the target ejeol repeatedly to the students. Second, The students read the target ejeol repeatedly. Finally, using the app installed on the iPad(Apple Inc.), the student was repeatedly exposed to words by recording or writing a target ejeol. The intervention was conducted for 10 sessions, 30 minutes each day for two weeks, where individual intervention was possible. There were two mediators, and the evaluator was unaware of which intervention group the child was in. This study used a pre-post control group design to examine the effects of intervention. A two-way ANOVA was used for statistical analysis using pre-post test scoring differences to compare the performances according to the presence or absence of intervention and the two different intervention methods. Results: As for the performance of phonological decoding according to the presence of intervention and two different intervention methods in 30 students in the first and second grades, there was a significant difference between pre-post test scores according to the presence or absence of intervention(F=7.877, p <.05). However, the difference between the intervention methods(phonics, whole word reading) was not significant(F=0.713, p>.05), also there was no interaction effect(F=0.019, p >.05). Twenty students with poor reading showed significant differences in scores between pre- post test (F=6.851, p < .05), and the difference between the methods of intervention was not significant. Also, there was no interaction effect(F=0.081, p > .05). Conclusions: First, The results showed that phonics and whole word reading intervention were both effective in enhancing phonological decoding ability in 1s t and 2nd grade students. Also, these results confirmed that students with poor reading can improve phonological decoding performance through phonics instruction and the whole word reading, which could support the results of previous studies (Brown & Felton, 1990; Cullen et al., 2013). Second, It was confirmed that there was no difference between the two intervention methods. In the previous studies, phonics and whole word reading reported no difference in effectiveness between intervention methods(McArthur et al., 2015). Third, this study mediated the whole class of 1st to 2nd grade in one elementary school, meaning this study was done in cooperation with the teachers. This study was a short one, only consisting of 10 sessions. In subsequent studies, i t is necessary to conduct intervention for a longer period of time to measure the generalization and intervention effects.
Background: Phonological decoding is an early acquired ability and develops mainly during the low grades of elementary school. However, children with poor reading tend to have difficulty in learning because of difficulty with phonological processing, which is an ability that leads to the development of phonological decoding until the upper grades. Therefore, it is important to confirm the development of decoding in the lower grades of elementary school, and appropriate support and intervention is needed for those children with decoding difficulties. Phonics and whole word reading are the ways to mediate phonological decoding. Phonics and whole word reading promote the development of different reading pathways. Phonics promotes the development of the phonological route and whole word reading facilitates the formation of a lexical route. The effect of phonics and whole word reading intervention was confirmed through many studies from abroad(Ehri et al., 2001; Musti-Rao, Lo & Plati, 2014). However, in Korea, phonics & Whole word reading intervention studies have been limited. Therefore, the purpose of this study was to investigate the differences of phonological decoding enhancement according to two different intervention methods in first and second graders. In addition, we examined the difference between the two different intervention methods for children with poor reading. Methods: The subjects of this study were 30 students from first to second grade in Jeju Island and Chuncheon City. 30 students were more than 80 intelligence indices of the subcategory of K-CTONI-2 (Park, 2014) and did not have serious problems in temperament, emotion, behavior, and articulation or fluency according to the report of the homeroom and welfare teachers of each grade. Twenty children attending Jeju Island General Elementary School were assigned to the intervention group and 10 children attending Chuncheon General Elementary School were assigned to the control group. Ten of the twenty children in the intervention group were randomly assigned to the phonics decoding intervention group and the other ten were placed in the whole word reading group using the high frequency words from the textbooks from the first and s econd grade. Students with poor reading among 30 subjects were selected based on the Reading Score 2 of KOLRA(Pae et al., 2015) who were less than 25%ile according to the underachievement standard (Sharywitz et al, 1992). Phonics and whole word reading instruction using high frequency ejeol(어절 ) from the textbook was conducted in the order of pre-test, intervention, and post-test. Prepost test for evaluating phonological decoding ability used learning tasks which included the words used in the intervention and a probe task which was a similar shape with learning task. The pre-post test was conducted using a computer to allow the child to directly slide over and read the target words aloud. The vocabulary used in the phonics method was selected in 『Hankukeo Headok(한국어 해독) 』(Kim et al., in press). The intervention stage was divided into a single phoneme stage and a phonological rule stage. The single phoneme stage taught the target grapheme and its name, repeated the phoneme and grapheme using corresponding pic ture cards, and the children also made meaningless syllables by using magnet letters and read meaningless syllables. The phonological rule stage taught the target phonetic rules, and applied phonological rules to various words and phrases . The whole word reading intervention method used 531ejeol that appeared at the highest frequency in the 1st to 2nd grader's textbooks. 531ejeol included 70% of the nouns and predicates that appeared in textbooks and the top 305ejeol, which are about 40% of the total number of ejeol. The intervention consisted of 3 steps. First, The mediator read the target ejeol repeatedly to the students. Second, The students read the target ejeol repeatedly. Finally, using the app installed on the iPad(Apple Inc.), the student was repeatedly exposed to words by recording or writing a target ejeol. The intervention was conducted for 10 sessions, 30 minutes each day for two weeks, where individual intervention was possible. There were two mediators, and the evaluator was unaware of which intervention group the child was in. This study used a pre-post control group design to examine the effects of intervention. A two-way ANOVA was used for statistical analysis using pre-post test scoring differences to compare the performances according to the presence or absence of intervention and the two different intervention methods. Results: As for the performance of phonological decoding according to the presence of intervention and two different intervention methods in 30 students in the first and second grades, there was a significant difference between pre-post test scores according to the presence or absence of intervention(F=7.877, p <.05). However, the difference between the intervention methods(phonics, whole word reading) was not significant(F=0.713, p>.05), also there was no interaction effect(F=0.019, p >.05). Twenty students with poor reading showed significant differences in scores between pre- post test (F=6.851, p < .05), and the difference between the methods of intervention was not significant. Also, there was no interaction effect(F=0.081, p > .05). Conclusions: First, The results showed that phonics and whole word reading intervention were both effective in enhancing phonological decoding ability in 1s t and 2nd grade students. Also, these results confirmed that students with poor reading can improve phonological decoding performance through phonics instruction and the whole word reading, which could support the results of previous studies (Brown & Felton, 1990; Cullen et al., 2013). Second, It was confirmed that there was no difference between the two intervention methods. In the previous studies, phonics and whole word reading reported no difference in effectiveness between intervention methods(McArthur et al., 2015). Third, this study mediated the whole class of 1st to 2nd grade in one elementary school, meaning this study was done in cooperation with the teachers. This study was a short one, only consisting of 10 sessions. In subsequent studies, i t is necessary to conduct intervention for a longer period of time to measure the generalization and intervention effects.
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