誤讀解의 原因分析에 依한 讀書指導와 評價方法

독서교육은 독서과정에 대한 정확한 이해와 독자의 성격에 대한 충분한 고려와 변화를 재는 방법을 알아야만 이루어진다. 따라서 본 연구에서는 국민학교, 중․고등학교, 대학교 학생들에게 세 개의 독해력 검사를 실시하여 학년마다 학생들의 독해력을 측정하는 평가도구는 서로 일관성이 있는지, 그리고 어떤 평가방법이 가장 실용적인지를 알아보는데 주목하고 있다.

The procedures of reading instruction have not been systematically developed in our country. Even educational administrators and teachers have not realized the importance of reading. The purpose of this paper is 1) to define how the levels of reading competency are different over elementary, secondary, and college students, 2) to develop effective reading instruction procedures, 3) to find whether three evaluation instruments used in the study have high correlations each other, and 4) to know which one of the instruments is the most reliable and convenient. The results of the tests are shown as follows. 1. If the students are at the stage of instructional level when the proportion of right answers is about 75%, the large numbers of students who get the marks under 75 mean that there are so many students who do not reach to the comprehension level which they are supposed to reach. 2. The correlation coefficiency between comprehension and cloze tests vary from 0.35 to 0.86. The coefficiency for 2nd graders and college students are r=0.35 and r=0.45 each, which are quite low. For 5th, 8th and 11th graders, the coefficiencies are r=0.76, r=0.86 and r=0.82. The reason of the low coefficiency for 2nd graders may be their unfailiarity with testing procedures. For the case of college students, the small number of students and the narrow range of test marks among students seem to marks the coefficiency low. 3. The reliability of comprehension and cloze test are compared in many techniques, such as: the range of test means over grade levels and the dispersion of the students test marks. In this study, the consistency of cloze test was appeared superior in both criteria. 4. In oral reading, the frequencies of miscues made by inefficient readers were a little more than those of efficient readers. However it was negligible. Evaluation instruments for reading may include common factors in the sense that they all measure reading behaviors. However, each instrument must measure only limited traits, since reading demands so many skills. Reading teachers should employ different instrument depending on the objectives to be measured.