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Story Comprehension Skills of School-Aged Children by Passage and Question Type According to Story Conditions
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이야기 과제 제시 조건에 따른 지문 유형과 질문 유형별 학령기 아동의 이야기 이해력 비교

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Type
Academic journal
Author
Haeun Chung (이화여자대학교) Hyesun Song (이화여자대학교) Yerim Cho (이화여자대학교) Yoorim Oh (이화여자대학교) Hyejin Joo (이화여자대학교) Dongsun Yim (이화여자대학교)
Journal
Korean Speech- Language & Hearing Association(KSHA) Journal of speech-language & hearing disorders Vol.32 No.2 KCI Accredited Journals
Published
2023.4
Pages
49 - 60 (12page)
DOI
10.15724/jslhd.2023.32.2.049

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Story Comprehension Skills of School-Aged Children by Passage and Question Type According to Story Conditions
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Purpose : The purpose of this study was to examine the story comprehension skills of school-aged children by passage type and question type according to the story conditions of listening, reading, and reading while listening.
Methods : A total of 116 children in grades 1 and 2 participated in the study. Participants were recruited from an elementary school in Seoul, Korea. Listening and reading comprehension skills were assessed using the story comprehension task. Participants completed the task for three passages, including fiction and non-fiction. Children were exposed to a story in the written, oral, or combined written and oral modality. They were asked to listen to (listening condition), read silently at their own pace (reading condition), or listen to and read the story (reading while listening condition). After each story exposure, children were asked literal and inferential questions.
Results : The results of a three-way mixed ANOVA showed that there was a significant difference between story conditions. Overall listening comprehension score was higher than reading comprehension, and the reading while listening score was higher than the reading comprehension score. Also, a significant difference between passage and question types was observed. The comprehension score for fiction was significantly higher than the non-fiction score. Participants performed better on literal question tasks than on inferential tasks. The two-way interaction between passage and story condition was significant.
Conclusions : The results show that the story comprehension task’s modality affects children’s story comprehension. The practical implications of these findings are that children take advantage of a dual presentation modality compared with reading alone. Also, the results suggest that it is crucial to consider passage and question types in order to enhance children’s listening and reading comprehension skills.
#Reading comprehension #listening comprehension #story comprehension #school-aged children #읽기 이해 #듣기 이해 #이야기 이해 #학령기 아동

Contents

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
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