This study aims to systematically examine the effects of reading strategy instruction in Korean reading education. To accomplish this goal, a total of 38 effect sizes were produced from 23 related studies and meta-analyzed. The major implications of this research are as follows: First, the overall effect size was .739. This is a medium effect size and implies that the treated group showed an improvement bigger than the control group by 28.52 percentile. Second, the effect size of cognitive strategy teaching (ES=.854) was greater than that of meta-cognitive strategy teaching (ES=.751). Third, the analysis of the moderator effects revealed that none of the five variables (language group, proficiency, number of students, number of lessons, and learning purpose) had a statistically significant impact on the result. Detailed findings and pedagogical suggestions are also discussed.
1. 서론
2. 분석 방법
3. 분석 결과
4. 논의
5. 결론
참고 문헌