초등영어 읽기 부진 진단과 보정교육: 11세 아동의 사례 연구

This paper reports a case study on diagnosing and remediating reading difficulties an 11-year-old girl has. The administration of an individual reading inventory(IRI) revealed that the child had difficulty pronouncing the words for grades primer through one. It was also found that she puzzled over each word and took an exceedingly long time to go through each list. Her miscues for high frequency words indicated that she had a limited sight vocabulary. Using the diagnostic information, a remedial instruction program was planned and given to improve her limited sight word recognition skills. The remedial program included activities and games for teaching and reinforcing sight word knowledge in isolation. After the remedial sessions, the child's performance on the sight words in isolation and the analysis of the oral reading miscues revealed that she could read at an improved speed with less hesitation, regression or repetition. The findings of the investigation suggest that remedial instructional programs need to be planned and implemented with the use and interpretation of the diagnostic information.