읽기 過程에 대한 여러가지 模型이 읽기 學習에 주는 시사점은 무엇인가

본 연구는 미국의 읽기에 관한 연구결과를 중심으로 읽기과정에 대한 이론을 문헌을 통해 종합하고 있다. 더불어 인간의 사고과정은 어디서나 비슷할 것이라는 가정하에 그들의 연구를 통하여 우리현실에 맞는 읽기의 모형을 모색해보고, 이 諸이론과 모형이 읽기 교육이 우리에게 어떤 시사점을 주는지를 밝히고 있다.

Reading is one of the most important activity in and of the school. Many studies have been done in this area by Korean researchers. However the empirical studies are not enough to disclose the process of reading. The United States of America has been the leading country in reading area in terms of its quality and quantity of researches. The research results of U.S.A. can be helpful in our country, since the intellectual process of human being must be the same no matter where it is. The purpose of this study is to review the models explaining the process of reading, and to examine what can be applied to reading instruction from the models. The follow up study will be the review of the similar researches done in Korea. This article is consisted of three chapters. Chapter Ⅰ describes the significances and limitations of this article. It also explains about the definitions and characteristics of reading introduced by various researchers. Chapter Ⅱ shows four kinds of reading models. The first three are bottom-up, to-down and interactive models. In addition to three, developmental model is included. It is hypothesized in bottom-up model that reading begins from the letter identification and ends in text comprehension. The top-down process is the opposite of bottom-up. Both are single-process theories. Single-process theory means that one stage of reading process is the basis of the next stage. In the middle of 1970's, many researchers have recognized that single process is not appropriate to explain complicate human behavior such as reading. In these days, interactive model is popular one for many researchers to use in explaining reading process. This model assume that many skills included in reading are interactive to each other, and their activities are parallel rather than hierarchical. It is hypothesized in developmental model that the beginning reader is different from mature reader in many reading activities such as oral reading, silent reading, letter identification, text comprehension and so on. In fact, the various models can be used to explain for different readers according to his age and maturity. In the last chapter, it is assumed the previous models that can be applied to reading instruction. Chall said that bottom-up model explains more effectively beginning reader's behavior and top-down model shows the process rapid and silent reading of mature reader.