지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2017.2
- 수록면
- 145 - 164 (20page)
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초록· 키워드
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The purpose of the current study was to explore elementary school students’ word recognition strategies and to examine the effects of English textbooks on their strategy use. Word identification responses of one hundred and seventy 3rd, 4th, and 5th graders were obtained in order to infer their word recognition strategies. From their oral reading, only reading errors were analyzed for evaluating their strategy use. The strategies of individual children were identified using the criteria established for classification. The analyzed data showed that sight word strategies were used by students at all grades dominantly, but the use of phonics strategies increased at 4th and 5th grades. This indicates that students’ strategies are gradually changed from sight word strategies to phonics strategies as their reading skills develop. In particular, low achievers used sight word strategies substantially while high achievers used phonics strategies. Results indicate that the English textbooks children are exposed to may shape students’ word recognition strategies. On the basis of results, suggestions for supporting beginning readers are provided.
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등록된 정보가 없습니다.
참고문헌 (32)
참고문헌 신청
Adams, M. J. / 1990 / Beginning to read: Thinking and learning about print / MIT Press
Allington, R. L. / 1998 / Decodable text in beginning reading: Are mandates and policy based on research? / ERS Spectrum 16(2) : 3 ~ 13
Balencia, S. / 2004 / Behind test scores : What struggling readers really need / The Reading Teacher 57(6) : 520 ~ 531
Barr, R. / 1972 / The influence of instructional conditions on word recognition errors / Reading Research Quarterly 7(3) : 509 ~ 529
Barr, R. / 1974 / Influence of instruction on early reading / Interchange 5(4) : 13 ~ 22
Allington, R. L. / 1998 / Decodable text in beginning reading: Are mandates and policy based on research? / ERS Spectrum 16(2) : 3 ~ 13
Balencia, S. / 2004 / Behind test scores : What struggling readers really need / The Reading Teacher 57(6) : 520 ~ 531
Barr, R. / 1972 / The influence of instructional conditions on word recognition errors / Reading Research Quarterly 7(3) : 509 ~ 529
Barr, R. / 1974 / Influence of instruction on early reading / Interchange 5(4) : 13 ~ 22
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