이야기책을 활용한 각운 중심의 초기 읽기 지도에 관한 연구

The purpose of this study was to explore aspects of decoding and reading comprehension of English learners by using storybooks with meaningful contexts and rhymes. Twenty-six third graders were given opportunities to learn phonics rules while reading storybooks. The students’ ability to decode and comprehend words within and without context was analyzed with an independent sample t-test. Furthermore, lesson transcripts, materials, pre- and post-surveys, and interviews were analyzed in a qualitative manner. Data analysis showed the following results. First, students developed the strategy to divide words into the onset and the rhyme, and were able to read and write rhyming words. Second, the story’s context affected the decoding and comprehension ability of students in a positive manner. The context of the stories helped students make a connection between the written language and the spoken language. Also, they were able to take advantage of contextual clues to understand the meaning of the words. Third, integrated approach enabled beginning readers to decode the words and to understand the meaning of them simultaneously. Learners were not only interested in the story itself, but also were self-motivated to read the same text repeatedly. Based on the results, suggestions for further studies are provided.