한일 다문화가정 자녀의 읽기능력

On Reading Ability of Children from Korean-Japan Multicultural Families: Through an Assessment with Reading Comprehension Workbook

A survey of 32 elementary school students from Korean-Japan multicultural families was conducted on their reading ability to read and understand the school textbooks. To measure reading ability, a paper test consisting of seven types of questions was conducted. According to the analysis, reading ability has improved overall as the grade goes up, but there has been no difference between the fifth and sixth grades. When examined separately by literature and non-literature, there was no difference in upper grades, but non-literature was low in lower grades. The lower grades were particularly vulnerable to structural understanding, and all grades were found to have difficulty in vocabulary and critical reading. It is believed that intensive education of vocabulary should be preceded in order to improve the academic performance of students from multicultural families. At the same time they should learn to accurately understand what the text should be intended to convey. For students with particularly low academic performance, more research should be accumulated to determine if there are any problems with reading skills and what areas they are problematic.