문자 언어 발달 단계에 근거한 초등영어 읽기, 쓰기 성취기준 상세화

The development of specified standards of reading and writing skills of the English national curriculum at the primary school level

Standards are general statements about what students should know and be able to do across grade levels. Therefore, standards should be specific enough to provide sufficient substance to ensure that both local curricula and assessment will work toward a common end. However, since the standards usually represent the knowledge and skills students ideally should master by the end of the grade, they do not provide sufficient guidance for local curriculum development, or daily instruction. While particularly in the early reading stages, concrete and specified guidance are necessary for bottom-up skills acquisition such as letter identification, word recognition, or phonemic awareness; the current national standards do not provide appropriate information for dealing with these factors. This paper is to develop a specified standards for primary-grade reading and writing. To attain this goal, the English national curricula of several countries were analyzed from the developmental perspectives of reading and writing. On the basis of the analysis results, the content elements of reading and writing were selected and their coverage and sequences were established. Finally, individual content elements of each of the skills were then assigned to the third through the sixth grades, according to the difficulties and content sequence. Based on the outcome of the study, some suggestions were provided for the next national curriculum development.