초록 열기/닫기 버튼
본 연구는 초등학교 3, 4, 5학년 학생들에게 묵독유창성이 읽기이해에 미치는 영향을 살펴보는 데 그 목적이 있다. 이를 위해 묵독유창성과 어휘지식, 읽기이해 간에 구조관계 및 성취수준별 읽기이해력과 관련 변인과의 상관관계를 분석하였다. 그 결과 첫째, 묵독유창성은 읽기이해에 직접효과뿐만 아니라 어휘지식을 매개로 한 간접효과도 나타났다. 둘째, 상관관계 분석결과, 성취수준별로 읽기이해력과 관련변인간의 상관관계가 달리 나타났으며 3, 4, 5 학년의 상위집단보다는 하위집단에서 묵독유창성과 읽기이해와의 상관관계가 더 높게 나타났다. 이러한 연구결과를 바탕으로 묵독유창성 및 어휘지식, 읽기이해에 관한 시사점 및 추후연구를 위한 제언을 제시하였다.
This article presents the finding of a study designed to determine the relationship between silent word reading and reading comprehension in children aged 10, 11, and 12 years. It employ structural equation analytical methods to explore the relationships among silent word reading, vocabulary knowledge and reading comprehension Also, we examined correlation among three variables according to achievement level. As a result, silent word fluency has a direct effect on reading comprehension abilities and there was a indirect mediating effect on between silent reading fluency and reading comprehension abilities by vocabulary knowledge. Also there was a significant correlation between silent word reading and reading comprehension among achievement level. In addition there was a higher correlation between silent word reading and reading comprehension abilities with low achieving group than with high achieving group. Implications of these results and suggestions for follow-up studies were discussed.
키워드열기/닫기 버튼
Silent word reading, vocabulary knowledge, reading comprehension, structural equation modeling, correlation
