패턴이 있는 이야기책 학년교차 읽어주기를 통한 초등영어 학습부진학생의 읽기 지도

Teaching reading to elementary English underachievers by using cross-age reading of patterned storybooks

This study aims to examine the effects of cross-age reading on elementary underachievers' English reading abilities and their attitudes towards English learning. Nine sixth-grade underachievers were chosen as tutors and participated in experimental lessons twice a week for 13 weeks. During the lessons, they practiced reading six patterned storybooks and took part in cross-age reading during which each worked with one tutee who was in first or second grade. The data include recorded lessons for the underachievers and the cross-reading sessions; underachievers' worksheets in the lessons, pre- and post-reading fluency and comprehension tests, and pre- and post-surveys about English learning attitudes; and interviews with the underachievers and their teachers. Major findings are as follows: (1) the underachievers' reading abilities improved in terms of reading fluency and comprehension; (2) their reading confidence and participation in reading activities were enhanced; (3) their concentration during English lessons and questions about English language increased; (4) they enjoyed learning with others and developed various English teaching and learning skills for their tutees; and (5) they grew in responsibility and motivation for English learning. Important implications regarding teaching English underachievers and using cross-age reading in English classrooms are discussed.