본 연구는 방과후 수업에서 다양한 음운 인식 활동을 통해 읽기 지도를 받은 초기 영어 학습자들의 읽기 능력 향상 정도를 읽기 능력 평가 도구인 DIBELS (Dynamic Indicators of Basic Early Literacy Skills) 테스트를 통하여 알아보는 연구로서 먼저 서론을 통하여 필요성과 목적을 밝히고자 한다.
The purpose of this study is to analyze the effects of phonological awareness activities on third grade elementary school students` English reading capability and affective domain. To fulfill the objectives of this research, 26 third graders in D elementary school in Boryeong, Chungnam were carefully chosen and delivered English reading classes focused on the phonological awareness activities for four months. After that, the analysis of English reading ability and affective domain were conducted. To measure the effects of cognitive and affective domain, DIBELS and survey were introduced for pre and post experiment. The results are as follows: First, DIBELS test to measure improvements of learners` reading abilities in the cognitive area were conducted and revealed a statistically significant improvement between the results of experimental class and comparing class. It implied that the experimental class in coordination with application of phonological awareness activities influenced learner`s reading capability positively. Second, according to the analysis of visible interest and confidence, phonological awareness activities also enhanced students` interests and confidence in English learning. It seemed that those positive results came from fun and easy activities carefully chosen by pre-affective domain investigation.
Ⅱ. 이론적 배경
Ⅳ. 연구의 실제
Ⅴ. 연구 결과의 분석 및 논의
Ⅵ. 결론 및 제언