본 연구에서는 직접교수(DI) 원리를 적용한 한글읽기프로그램이 특수교사의 읽기지도 전문성 향상에 미치는 효과를 알아보았다. 연구방법은 직접교수 원리를 적용한 한글읽기프로그램을 경험한 교사 12명과 경험하지 않는 53명을 연구대상으로 준실험설계를 하였다. 경험집단은 ‘직접교수 한글읽기프로그램’을 직접 적용하였으며 비경험집단은 선호하는 읽기프로그램을 정하도록 하였다. 그리고 종속변인인 읽기지도 전문성은 교사의 읽기지도능력 및 교사의 읽기프로그램 만족도 검사로 측정하였다. t검증 결과 경험집단은 비경험집단보다 읽기지도능력이 높았는데, 이는 읽기지도실행능력에서 두 집단 간에 차이가 크게 나타났기 때문이다. 그리고 읽기프로그램 만족도 검사에서도 경험집단이 비경험집단보다 만족도가 높은 것으로 나타났다. 그리고 다변량분석에서도 t검증과 같은 결과가 나타났다. 이와 같은 연구결과는 직접교수 원리를 적용한 한글읽기프로그램이 특수교사의 읽기지도전문성을 향상시키는데 효과가 있다는 것을 보여주는 것이라 할 수 있다. 따라서 앞으로는 읽기 외에도 쓰기, 수학 등에서도 직접교수 원리를 적용한 프로그램들이 개발되어 특수교사의 전문성 향상에 도움이 되는 연구가 이루어질 필요가 있다.

This study will research The Han-Geul reading programs of Direct Instruction on the special school teacher' reading teahing expertise. For hypothesis testing, we have selected 65 teachers in Korea. And then these teachers were separated into two groups. Group One is designated as an experienced group. This groups(12 teachers) were experienced the Han-Geul reading program which is applied to Direct Instruction reading program' principles by themselves. Group Two is known as a non-experienced group. This group(53 teachers) were not experienced that program. We have used the teacher's reading instruction ability test and the teacher' reading program satisfaction test to measure dependent variable. And we have run SPSS 12.0 version and analyzed the data by the statistical analysis method of independent-sampled t-test and MANOVA(multivariate analysis of variance) to test hypotheses. Our data and statistics analysis results will show that the Han-Geul reading program of Direct Instruction has significantly positive results with special school teacher's reading teaching expertises. So, we hope that our Han-Geul reading program of Direct Instruction can be studied, evaluated and shared broadly with educators throughout Korea.

This study will research The Han-Geul reading programs of Direct Instruction on the special school teacher' reading teahing expertise. For hypothesis testing, we have selected 65 teachers in Korea. And then these teachers were separated into two groups. Group One is designated as an experienced group. This groups(12 teachers) were experienced the Han-Geul reading program which is applied to Direct Instruction reading program' principles by themselves. Group Two is known as a non-experienced group. This group(53 teachers) were not experienced that program. We have used the teacher's reading instruction ability test and the teacher' reading program satisfaction test to measure dependent variable. And we have run SPSS 12.0 version and analyzed the data by the statistical analysis method of independent-sampled t-test and MANOVA(multivariate analysis of variance) to test hypotheses. Our data and statistics analysis results will show that the Han-Geul reading program of Direct Instruction has significantly positive results with special school teacher's reading teaching expertises. So, we hope that our Han-Geul reading program of Direct Instruction can be studied, evaluated and shared broadly with educators throughout Korea.

Direct Instruction, TeacherExpertise, Teaching Competence.