본 연구는 종단연구를 통하여, 초등학교 2, 3학년 학생들의 읽기 유창성 발달 특성을 추적하였다. 표집은 일반학급과 특수학급 학생들로 하였으며, 10주 간격으로 3회 읽기 유창성을 반복 측정하였다. 읽기 유창성 측정은 BASA 검사를 통하여 이루어졌는데, 이 검사는 1분 동안에 바르게 읽은 음절로 읽기 유창성을 측정한다. 연구 결과 초등학교 2학년 겨울방학 시기에 일반학급 학생은 특수학급 학생에 비하여 평균 115.4 음절을 더 읽을 수 있는 것으로 나타났고. 3학년 학생은 2학년 학생에 비하여 평균 23.5 음절을 더 읽었다. 초등학교 2, 3학년 학생들의 읽기 유창성 성장속도를 살펴보면 1주일에 1.03음절씩 증가했으나, 3학년이 되면 2학년에 비하여 1.14 음절의 성장속도 둔화가 일어났다. 그리고 일반학급 학생은 특수학급 학생에 비하여 읽기 유창성이 1.1개씩 더 빠른 성장을 하였다. 학년, 성별, 학급특성은 읽기 유창성 초기상태의 62.4%를 설명하며, 읽기 유창성 성장 속도의 79.4%를 설명한다. 본 연구가 시사하는 바는 읽기 유창성의 급격한 증가가 이루어지는 초등학교 저학년 시기에 집중적인 읽기 유창성 중재전략이 고안되어야 한다는 것이다.

The purpose of this study is to compare reading fluency development of students in regular and special class and to investigate the correlates of reading fluency development. The subjects of this study were 2nd and 3rd grade regular and special education students. The individual reading fluency data were collected every 10 weeks. In this Study, reading fluency was measured by the number of syllables a student correctly reads in one minute. Firstly, linear model was fitted to data in explaining individual growth of reading fluency. Next, the correlates of reading fluency development were examined by Hierarchical Linear Model(HLM), which is useful for understanding relationships in hierarchical data structures or repeated measures. At level 1, each student's reading fluency development is represented by an individual growth trajectory that depends on a unique set of parameters(gender, grade, and class). Above growth parameters became the outcome variables in a level-2 model. We found that the reading fluency score of individual student varied from the starting point (initial status). The average reading fluency growth rate was 1.03 syllables per week, but decreased by 1.14 syllables every year. Based on these finding, we suggest that research based early intervention are needed for children with reading difficulties.

The purpose of this study is to compare reading fluency development of students in regular and special class and to investigate the correlates of reading fluency development. The subjects of this study were 2nd and 3rd grade regular and special education students. The individual reading fluency data were collected every 10 weeks. In this Study, reading fluency was measured by the number of syllables a student correctly reads in one minute. Firstly, linear model was fitted to data in explaining individual growth of reading fluency. Next, the correlates of reading fluency development were examined by Hierarchical Linear Model(HLM), which is useful for understanding relationships in hierarchical data structures or repeated measures. At level 1, each student's reading fluency development is represented by an individual growth trajectory that depends on a unique set of parameters(gender, grade, and class). Above growth parameters became the outcome variables in a level-2 model. We found that the reading fluency score of individual student varied from the starting point (initial status). The average reading fluency growth rate was 1.03 syllables per week, but decreased by 1.14 syllables every year. Based on these finding, we suggest that research based early intervention are needed for children with reading difficulties.

reading fluency development, HLM, growth modeling