각운 유추훈련을 활용한 초등학생의 영어 단어읽기와 쓰기 학습의 효과

The effects of rhyme-based analogy training on word reading and writing ability in elementary English education.

This study explores the effects of rhyme-based analogy training on language acquisition by fifth grade students in EFL classrooms by comparing students taught using this technique with a group learning through the 'Look and Say' method. During the fifteen-week study, tests of word reading and writing ability were given to students divided into high, medium and low levels (according to their phonological awareness) on three occasions. While the high level groups in both the experimental and the control classes showed enhanced word reading and writing ability in all three tests, the experimental group showed a significant statistical difference in the first test in reading, and in the first and -Second tests in writing. A significant statistical difference was also observed among the children of all three levels in the experimental group. Thus, both teaching methods are helpful and effective, but the use of rhyming words taught side by side with alphabet study can enhance word reading and writing ability.