읽기 부진의 진단과 지도

This study is aim to suggest the diagnosis and the instruction methods for reading underachieving in Korean language classes. The reading underachieving is classified two types depending on the readers` reading ability levels : one is underachieving in decoding skills and the other is underachieving in comprehension skills. To diagnosis for underachieving in decoding skills, it needs to test familiar words, non-familiar words, pseudoword- or non-words, regular words and irregular words. And, to diagnosis for underachieving in comprehension skills, it needs to test vocabulary, literal recognition, inference, evaluation and appreciation tasks. Instructional programs request to consider the type of reading underachieving : decoding problems or comprehension problem. To treat the reader`s decoding problems, it needs to develop programs that include contents of words, syllables, phonemes and spellings. And to treat the reader`s comprehension problems, it needs to develop programs for vocabulary ability and comprehension ability. The vocabulary instruction programs need to include associate, understanding and generalizing strategies, and the comprehension instruction programs need to include several strategies for literal recognition, inference, evaluation and appreciation. All kinds of programs for reading underachievers are need to be more detailed, concrete, repetitional than for normal achievers.