영어 학습부진 고등학생을 위한 파닉스 수업 효과에 관한 연구

A study on the effect of phonics teaching for underachieving high school students" performance.

This study examines whether phonics lessons for underachieving high school students bring positive effects in their word recognition skills, reading comprehension, and affective domain. For this purpose, the phonics lessons of consonant-blends were given once a week for thirty minutes over 8 weeks to four underachieving high school students. Following the design of the study, they took three reading tests, answered questionnaires, and had interviews. The reading test scores were analyzed to see whether the students improved in their word recognition skills and reading comprehension. Interview results were analyzed to examine if there was any change in their affective domain. The results show that the students" word recognition ability was enhanced through phonics lessons though their reading comprehension did not improve. In terms of their affective domain, the students showed positive change in their learning attitude and motives. In conclusion, phonics instructions of consonant-blends had a positive effect on underachieving students" word recognition skills and affective domain though this did not guarantee the improvement of reading comprehension.

This study examines whether phonics lessons for underachieving high school students bring positive effects in their word recognition skills, reading comprehension, and affective domain. For this purpose, the phonics lessons of consonant-blends were given once a week for thirty minutes over 8 weeks to four underachieving high school students. Following the design of the study, they took three reading tests, answered questionnaires, and had interviews. The reading test scores were analyzed to see whether the students improved in their word recognition skills and reading comprehension. Interview results were analyzed to examine if there was any change in their affective domain. The results show that the students" word recognition ability was enhanced through phonics lessons though their reading comprehension did not improve. In terms of their affective domain, the students showed positive change in their learning attitude and motives. In conclusion, phonics instructions of consonant-blends had a positive effect on underachieving students" word recognition skills and affective domain though this did not guarantee the improvement of reading comprehension.