독후활동이 초등학생의 어휘력 향상에 미치는 영향 연구

A study on the effects of reading activities upon vocabulary competence of elementary students

This study begins to assume that reading is the most universal and effective way to improve children's vocabulary competence. In this study it will be identified that reading activities have positive effect on improving vocabulary competence as comparing the group who doesn't do any other activities after reading(A) and with who performs reading activities according to the given program(B). Based on the thought that there's different reading activities appropriate to children by age and gender, I will examine proper reading activities to 3rd grade elementary students, and specify and identify proper reading activities by children's gender as finding and specifying them. The questions of this study are as follows. 1. Is there significant difference between the group who performs reading activities and who doesn't? 2. Which activity has most effect on vocabulary competence of 3rd grade elementary students; writing a book repot(writing); book discussion (listening·speaking); and solving crossword puzzles(play)? 3. Which activity has most influence by children's gender; writing a book repot(writing); book discussion(listening·speaking); and solving crossword puzzles(play)? For this study I divided 66 students of two 3rd-grade classes who attended B elementary school in Sojudong, Yangsan, Kyonsangnamdo into experimental and control group. 33 students of experimental group were also assigned to each of 3 groups, asked to perform each reading activities(writing, listening·speaking, and game), and then examined the improvement of vocabulary competence through pre-and post-test. Totally 10 tests were conducted, and 33 of control group took same book list as experimental group, but were not asked to perform any other activities related to reading activities. Using SPSS program, followings are the results of pre-and post-test with experimental and control group. At first, children's vocabulary competence was improved through reading activities and there was statistically significant difference between two groups(P<.01). Second, it was likely that writing activity was the most effective reading activity in improvement of 3rd grade elementary students and there was statistically significant difference comparing to listening·speaking, and play(p<.01, p<.05). Third, it was showed that play was the most effective reading activity in improvement of 3rd grade male students, and writing was the most for female students. Each of them represented statistically significant difference(p<.05) comparing to other reading activities. Consequently, above study results are summarized as followings. 1. Performing reading activities has more effect on improving vocabulary competence than doing not. 2. It is writing activity that has the most effect on improving vocabulary competence of 3rd grade elementary students. 3. What has most effect on improving vocabulary competence is play for 3rd grade male students, and writing for female students.