이 연구는 우뇌 기능을 강화한 뇌 기반 독서활동이 독서능력과 국어과 학업성취에 미치는 효과가 아동들의 뇌 양식(좌뇌, 우뇌, 통합형)과 독서능력 수준(상, 중, 하)에 따라 차이가 있는지 분석하였다. 연구 대상은 D광역시에 소재한 초등학교 4곳의 3학년 재학생 중 독서활동 참여를 희망하는 113명이었다. 아동들은 뇌양식 집단 내에서 실험집단과 비교집단으로 배치되었다. 아동들은 6주에 걸쳐 16차시(매주 3차시, 90분 수업) 뇌 기반 독서활동 혹은 정규 독서활동에 참여하였다. 독서능력과 학업성취의 사전점수를 공변인으로 한 공분산분석을 한 결과, 뇌기반 독서활동에 참여한 우뇌형 아동들이 독서능력, 국어과 학업성취의 수행 수준에 있어 다른 뇌 양식에 비해 더 높은 효과를 보여주었다. 또한 독서능력 수준이 낮은 아동들의 독서능력 향상에도 뇌 기반 독서활동의 효과가 유의하게 나타났다.
The purpose of the study was to investigate the effects on the reading abilities and achievement in the Korean language, through brain-based reading activities focused on strengthening the right hemisphere according to the brain dominance styles and levels of reading skills of the elementary school children. The subjects of this study were 113 third-grade students from four elementary schools in D city, who registered to participate in the book reading lessons. After taking a brain-preference test, they were classified into Right-brain style(n=33), Left-brain style(n=38) and Integrated style(n=42). The children in each group were divided into an experimental group(n=56) and a comparison group(n=57). Children participated in reading activities in small groups (14-20 students), 16 times over a 6 week period (3 times per week, 90 mins per session). The experimental group participated in brain-based reading activities while the comparison group participated in regular reading activities. ANCOVA showed that children who participated in brain-based reading activities showed higher increase in reading abilities and the language achievement scores, while children with low reading ability levels showed significantly higher effects of brain-based reading activities on their reading skills. According to the results, it seemed that brain-based reading could be effectively adopted as a reading program especially for right-brain style children.