최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기말소리와 음성과학 = Phonetics and speech sciences, v.4 no.4, 2012년, pp.129 - 138
Reading fluency is an important variable in reading comprehension. However, a limited number of studies on reading fluency are available in Korea. The purpose of this study is to review the articles about reading fluency during last 10 years and to present a direction for future research. Forty rese...
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
National Reading Panel(2000)은 읽기 영역을 어떻게 제시하였는가? | 그래서 읽기능력과 관련한 다양한 연구들이 진행되고 있고, 관련한 중재 연구도 활발히 진행 중이다. National Reading Panel(2000)은 읽기 영역으로 5가지 영역(음운인식, 단어재인, 읽기 유창성, 어휘, 읽기 이해)을 제시하고, 읽기 중재 시 이러한 5개 영역의 중재가 잘 이루어져야 한다고 보고하고 있다(양민화, 2007 재인용). | |
초기 읽기 기술과 관련된 음운인식과 어휘력이 읽기 정확성은 잘 예측하였으나 읽기 유창성은 그렇지 못한 것이 시사하는 바는? | 또한 초기 읽기 기술과 관련된 음운인식과 어휘력이 읽기 정확성은 잘 예측하였으나 읽기 유창성은 그렇지 못한 것으로 나타났다. 이는 읽기 유창성이 정확성을 위한 중재만으로는 향상이 어려울 수 있음을 시사하는 바이다. | |
아동의 읽기기술은 언제부터 발달하는가? | 아동의 읽기기술은 학령전기부터 발달한다. 많은 연구들에서 초기 읽기 기술인 해독과 낱말재인에 음운인식이 매우 중요한 역할을 한다고 밝히고 있다(Swank & Catts, 1994; Stanovich, 1988). |
Allen, M. M., Ukrainetz, T. A. & Carswell, A. L. (2012). The narrative language performance of three types of at risk first grade readers. Language, Speech, and Hearing Services in Schools, 43, 205-221.
Bashir, A. S. & Hook, P. E. (2009). Fluency: a key link between word identification and comprehension. Language, Speech, and Hearing Services in Schools, 40, 196-200.
Berninger, V. W., Abbott, R. D., Vermeulen, K. & Fulton, C. M. (2006). Paths to reading comprehension in at-risk second grade readers. Journal of Learning disabilities, 39, 334-351.
Catts, H. W., Hogan, T. P. & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning disabilities, 36, 151-164.
Chall, J. S. (1983). Stages of reading development. New York: MacGraw-Hill.
Chard, D. J., Voughn, S. & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning disabilities, 35, 386-406.
Chard, D., Stoolmiller, M., Harn, B., Wanzek, J., Vaughn, S. & Kame'enui, E. (2008). Predicting reading success in a multilevel schoolwide reading model. Journal of Learning disabilities, 41, 174-188.
Compton D., Gilbert J., Jenkins, J., Fuchs D., Fuchs, L., Cho E., Barequero, L. & Bouton, B. (2012). Accelerating chronically unresponsive children to Tier 3 instruction: what level fo data is necessary to ensure selection accuarcy. Journal of Learning disabilities, 45, 204-216.
Coyne, M. D., Kame'enui, E. J., Simmons, D. C. & Harn, B. A. (2004). Beginning reading intervention as inoculation or insulin: first grade reading performance of strong responders to kindergarten intervention. Journal of Learning disabilities, 37, 90-104.
Craig, H. K., Thompson, C. A., Washington, J. A. & Potter S. L. (2004). Performance of elementary grade african american students on the Gray Oral Reading Tests. Language, Speech, and Hearing Services in Schools, 35, 141-154.
Denton, C., Fletcher, J., Anthony, J. & Francis, D. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning disabilities, 39, 447-466.
Escribano, C. L. (2007). Evaluation of the double deficit hypothesis subtype classification of readers in Spanish. Journal of Learning disabilities, 40, 319-330.
Gustafson, S., Falth L., Svensson, I., Tjus T. & Heiman, M. (2011). Effects of three interventions on the reading skills of children with reading disabilities in grade 2. Journal of Learning disabilities, 44, 123-135.
Guthrie, J., McRae, A., Coddington, C., Klauda, S., Wigfield, A. & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low and high achieving readers. Journal of Learning disabilities, 41, 195-214.
Harn, B., Stoolmiller, M. & Chard, D.,(2008). Measuring the dimensions of alphabetic principle on the reading development of first graders. Journal of Learning disabilities, 41, 143-157.
Holopainen, L. Ahonen, T. & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning disabilities, 34, 401-413.
HOien-Tengesdal I. & Torleiv HOien (2012). The reading efficiency model: an extension of the componential model of reading. Journal of Learning disabilities, 45, 467-479.
Jitendra, A. K., Edwards, L. L, Starosta, K., Sacks, G., Jacobson, L. A. & Choutka, C. M. (2004). Early reading instruction or children with reading difficulties: meeting the needs of diverse learners. Journal of Learning disabilities, 37, 421-439.
Joshi, R., Tao, S., Aaron, P. & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning disabilities, 45, 480-486.
Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 284-297.
Katz, L. A. & Carlisle, J. F. (2009). Teaching students with reading difficulties to be close readers: a feasibility study. Language Speech Hearing Services in Schools, 40, 325-340.
Katzir, T., Kim, Y-S., Wolf, M., Morris, R. & Lovett M. W. (2008). The varieties of pathways to dysfluent reading. Journal of Learning disabilities, 41, 47-66.
Kim, Aehwa & Park, Hyun (2007). A research synthesis on phonological awareness in Korea. The Journal of Elementary Education, 20, 79-105 (김애화, 박현 (2007) 국내 음운인식 연구에 관한 문헌분석. 초등교육연구, 20, 79-105.)
Kim, Jungmee & Hong, Kyunghun (2008). Research trends regarding infancy and toddlerhood language impairment during the last 10 years. Korean Journal of Communication disorders, 13, 565-593 (김정미, 홍경훈 (2008) 영유아기 언어장애의 연구동향. 언어 청각장애연구, 13, 565-593.)
Lyon, G. R. & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research, Journal of Learning Disabilities, 30, 578-588.
Musti-Ruo, S., Hawkins, R. O. & Barkley, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: implications for practice. Preventing School Failure, 54, 12-23.
O'Connor, R. E., Harty, K. R. & Fulmer, D. (2005) Tiers of intervention in kindergarten through third grade. Journal of Learning disabilities, 38, 532-538.
Otaiba, S. & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? an experimental and longitudinal study. Journal of Learning disabilities, 39, 414-431.
Paradopoulos, T., Georgiou, G. & Kendeou P. (2009). Investigation the Double-Deficit Hypothesis in Greek. Journal of Learning disabilities, 42, 528-547.
Puolakanaho, A., Ahonen, T., Aro, M., Leppanen, P., Poikkeus, A-M., Tolvanen, A., Torppa, M. & Lyytinen, H. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes. Journal of Learning disabilities, 41, 353-370.
Puranik, C., Petscher, Y., Otaiba, S., Catts, H. & Lonigan, C. (2008). Development of oral reading fluency in children with speech or language impairments. Journal of Learning disabilities, 41, 545-560.
Savage, R. & Frederickson, N. (2006). Beyond phonology: what else is needed to describe the problems of below average readers and spellers?. Journal of Learning disabilities, 39, 399-413.
Schatschneider, C., Carlson, C. D., Francis, D. J., Foorman, B. R. & Fletcher, J. M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis. Journal of Learning disabilities, 35, 245-256.
Scheltinga, F., Aryan, L. & Struikiksma, C. (2010). Predictors of response to intervention of word reading fluency in Dutch. Journal of Learning disabilities, 43, 212-228.
Simmons, D., Coyne, M., Kwok, O-M., Harn, B. & Kme'enui, E. (2008). Indexing response to intervention. Journal of Learning disabilities, 41, 158-173.
Simos, P., Fletcher, J., Sarkari, S., Billingsley-Marshall, R., Denton, C. & Papanicolaou, A. (2007). Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities. Journal of Learning disabilities, 40, 37-48.
Snellings, P., van der Leij, A., de Jong, P. & Blok, H. (2009). Enhancing the reading fluency and comprehension of children with reading disabilities in an orthographically transparent language. Journal of Learning disabilities, 42, 291-305.
Sofie, C. A. & Riccio, C. A. (2002). A comparison of multiple methods for the identification of children with reading disabilities. Journal of Learning disabilities, 35, 234-244.
Speece, D. L. & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning disabilities, 38, 387-399.
Stanovich, K. E. (1988). The dyslexia and garden variety poor reader: The phonologcial-core variable-difference model. Journal of Learning Disabilities, 21, 590-604
Swank, L. K., & Catts, H. W. (1994). Phonologcial awareness and written word decoding. Language, Speech, and Hearing Services in Schools, 25, 9-14.
Swanson, H. & O'Connor, R. (2009). The Role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers. Journal of Learning disabilities, 42, 548-575.
Torgesen, J. K. (1980). Conceptual and educational implications of the use of efficient task stategies by learning disabled children, Journal of Learning Disabilities, 13, 364-371.
Tressoldi, P. E., Stella, G. & Faggella, M. (2001). The development of reaidng speed in Italians with dyslezia: a longitudinal study. Journal of Learning disabilities, 34, 414-417.
Tressoldi, P., Vio, C. & Iozzino, R. (2007). Efficacy of an intervention to improve fluency in children with developmental dyslexia in a regular orthography. Journal of Learning disabilities, 40, 203-209.
Vadasy, P. F., Sanders, E. A. & Peyton, J. A. (2005) Relative effectiveness of reading practice or word level instruction in supplemental tutoring: how test matters. Journal of Learning disabilities, 38, 364-380.
Vadasy, P., Sanders, E. & Tudor, S. (2007). Effectiveness of paraeducator supplemented individual instruction: beyond basic decoding skills. Journal of Learning disabilities, 40, 508-525.
Vaughn, S., Gersten. R. & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from syntheses. Exceptional children, 67, 99-114
Vukovic, R. K. & Siegel, L. S. (2006). The double deficit hypothesis: a comprehensive analysis of the evidence. Journal of Learning disabilities, 39, 25-47.
Wanzek, J. & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning disabilities, 41, 126-142.
Wilson, S. & Lonigan C. (2010). Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools. Journal of Learning disabilities, 43, 62-76.
Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., Wolf, M., Kuhn, M., Meisinger, B. & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second grade students who evidence different oral reading fluency difficulties. Language, Speech, and Hearing Services in Schools, 41, 340-348.
Wolf, M. & Kazir-Cohen, T. (2001). Reading fluency and its intervention, Scientific Studies of Reading, 5, 211-239.
Yang, Minwha (2007). Effective reading instruction: strategies recommended by National Reading Panel. Educational Research, 27, 141-159 (양민화 (2007). 읽기장애 아동의 효과적인 교수방법연구. 교육논총, 27, 141-159.)
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
출판사/학술단체 등이 한시적으로 특별한 프로모션 또는 일정기간 경과 후 접근을 허용하여, 출판사/학술단체 등의 사이트에서 이용 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.