동화의 텍스트 구성이 초등 영어 읽기 교육에 미치는 효과에 관한 메타분석

A meta-analysis of the effects of story text organization on the elementary English reading education

This study is to synthesize previous studies of the effects of English story books on improving students language competence. More specifically, this study focuses on the relationships of text organizations with the attained effects by using meta-analysis. Factors considered for the analysis include whether or not the story text includes repeated patterns, predictable text, and visual assistants such as pictures or drawings. 37 researches are finally selected from the initial 638 studies by two rounds of screening for whether or not it is quantitative, comparative, an elementary level, and on the causal relationships of the aforementioned factors with affective and cognitive effects. The findings are: The texts with repeated patterns and predictable texts do not show statistically significant differences from the texts without these patterns and predictability. However, the visual assistants play important roles in creating significant effect size difference from the texts without visual assistants. In addition, teacher modified or created visual assistants are accepted by the students significantly better than the originals in both affective and cognitive domains.