PELI(Preschool Early Literacy Indicators)를 적용한 문자해득단계 아동의 영어 초기읽기능력 변인분석


An Analysis of Phonological Processing and Early English Reading Abilities in Young Children


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The study analyzed the validity of the PELI(Preschool Early Literacy Indicators) and its pedagogical application for Korean elementary-school students with emergent English literacy skills. Participants were 40(20 male, 20 female) students in Grades 3 to 4. The PELI test was administered and the following questions were studied; (1) How do the participants’ results on the PELI compare with those of similarly aged ESL learners in the U.S.? (2) Do the results of the PELI differ by gender? (3) What are the correlations between pairs of variables of the PELI? The main conclusions are as follows: (1) Their AK(alphabetical knowledge) and PA(phonological awareness) are higher than the benchmarks of similarly aged the results shows that VOL(vocabulary and oral language) needs to strategic support, but AK and PA is higher than benchmarks of similarly aged learners in the U.S. (2) Compared with male students, female students tend to achieve higher scores on the PLI(PELI language index), and male participants need strategic support on VOL. (3) A positive correlation exits among all the variables except between AK and VOL, VOL and PA, and C and PA. Results are discussed in terms of the PELI’s value as early screening test for Korean students who may have difficulty reading in English.


 1. 연구의 필요성 및 목적
 2. 이론적 배경
  2.1. 읽기능력의 구성변인
  2.2. 초기읽기능력과 예측지표력
  2.3. 초기읽기능력의 외적변인
 3. 연구방법
  3.1. 연구 대상
  3.2. 검사 도구 및 자료의 처리
 4. 연구결과 및 논의
  4.1. PELI로 측정한 한국 초등학생들의 영어 초기읽기능력
  4.2. 한국 초등학생들의 성별에 따른 영어 초기읽기능력
  4.3. 영어 초기읽기능력의 하위영역별 상관관계
 5. 결론 및 제언


  • 우길주 Kiljoo Woo. 부산교육대학교


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