자기조절 학습을 통한 초등학교 영어 학습부진학생의 읽기 유창성 발달 및 학습태도의 변화

The development of elementary underachievers’ English reading fluency and learning attitudes through self-regulated learning

This research aims to examine the effects of self-regulated learning on underachieving elementary school students’ early literacy development focusing on reading fluency and self-regulated learning skills. A single subject research was employed with three English underachievers, and they were the fifth and the sixth grades in elementary levels. The duration of the entire study was eight weeks and the study classes were conducted three times a week. Each session was 50 minutes on average. During the intervention period, three students studied seven picture books and learned English vocabulary and read texts. When self-regulated learning was applied, the changes of the students reading fluency and learning attitude were observed for the intervention period. The result indicated that all three students in this study improved their English early literacy abilities including reading fluency. Moreover, students in this study showed positive changes of learning attitude and their use of self-regulated learning strategies at the end of the intervention sessions. Further important pedagogical implications regarding self-regulated learning, reading fluency, and underachieving students in the English classroom were discussed.