10 research outputs found
CD99์ LMP1์ ์ํธ์กฐ์ ์ ํตํ HRS ์ ์ธํฌ์ ์์ฑ
Thesis(doctor`s)--์์ธ๋ํ๊ต ๋ํ์ :์ํ๊ณผ ๋ณ๋ฆฌํ์ ๊ณต,2007.Docto
ABS์ํ๊ณ์ฝ์ ์ง๋ฐฐ๊ตฌ์กฐ์ ๊ดํ ์ค์ฆ ์ฐ๊ตฌ
ํ์๋
ผ๋ฌธ(์์ฌ)--์์ธ๋ํ๊ต ๋ํ์ :๊ฒฝ์ ํ๋ถ ๊ฒฝ์ ํ์ ๊ณต,2005.Maste
Effects of a Systematic Repetitive Reading Program on Reading Fluency and Reading Comprehension of Underachieving Elementary Students
์ด ์ฐ๊ตฌ์์๋ ์ฒด๊ณ์ ์ธ ๋ฐ๋ณต์ฝ๊ธฐ ํ๋ก๊ทธ๋จ์ด ์ฝ๊ธฐํ์ต๋ถ์ง์๋๋ค์ ์ฝ๊ธฐ ์ ์ฐฝ์ฑ๊ณผ ์ค๋
๋ฅ , ๊ทธ๋ฆฌ๊ณ ๋
ํด ๋ฅ๋ ฅ์ ํจ๊ณผ๊ฐ ์๋์ง๋ฅผ ์์๋ณด๊ณ ์ ํ์๋ค. ๊ฒฝ๊ธฐ๋ ๊นํฌ์ K ์ด๋ฑํ๊ต 2, 3ํ๋
์๋๋ค ์ค์์ ์ฝ๊ธฐ ๊ณผ๋ชฉ์ ํ์
์ฑ์ทจ๋๊ฐ ๋๋๋ณด๋ค 0.5~1๋
์ ๋ ๋ฎ๊ณ , ์ง๋จํ๊ฐ ๊ฒฐ๊ณผ ์ฑ์ทจ์์ค์ด 60%๋ฏธ๋ง์ธ ์๋ 20๋ช
์ ์ ์ ํ์ฌ ์คํ์ง๋จ์๊ฒ๋ ์ฒด๊ณ์ ์ธ ๋ฐ๋ณต์ฝ๊ธฐ ํ๋ก๊ทธ๋จ์ ์ ์ฉํ์๊ณ , ํต์ ์ง๋จ์๊ฒ๋ ํผ์ ๋จ์ 7ํ ๋ฐ๋ณต์ฝ๊ธฐ๋ฅผ ํ๋๋ก ํ๋ค. ์ฐ๊ตฌ ๊ฒฐ๊ณผ, ์ฒซ์งธ, ์คํ์ง๋จ๊ณผ ํต์ ์ง๋จ ๋ชจ๋ ์ฝ๊ธฐ ์๋๊ฐ ์ ์ํ๊ฒ ํฅ์ํ์๋ค. ํ์ง๋ง, ์ง๋จ ๊ฐ ๋ณํ๋ ์ฐจ์ด๋ฅผ ๊ฒ์ฆํ ๊ฒฐ๊ณผ, ์คํ์ง๋จ์ด ํต์ ์ง๋จ์ ๋นํด ๋ ๋ง์ด ํฅ์ํ์๋ค. ๋์งธ, ์ฝ๊ธฐ ์ค๋
๋ฅ ์ธก๋ฉด์์๋ ์คํ์ง๋จ๊ณผ ํต์ ์ง๋จ ๋ชจ๋ ํต๊ณ์ ์ผ๋ก ์ ์ํ๊ฒ ์ค๋
๋ฅ ์ด ๊ฐ์ํ์์ง๋ง, ์คํ์ง๋จ์ด ํต์ ์ง๋จ์ ๋นํด ๋ ๋ง์ ๊ฐ์๋ฅผ ๋ณด์๋ค. ์
์งธ, ์ฝ๊ธฐ ๋
ํด๋ ฅ์ ๋น๊ตํ ๊ฒฐ๊ณผ ์คํ์ง๋จ๊ณผ ํต์ ์ง๋จ ๋ชจ๋ ํต๊ณ์ ์ผ๋ก ์ ์ํ๊ฒ ์ฑ์ทจ๋๊ฐ ์์นํ์์ผ๋ ์ง๋จ ๊ฐ ์ ์ํ ์ฐจ์ด๋ ์์๋ค. ์ด์ ๊ฐ์ ๊ฒฐ๊ณผ๋ฅผ ์ข
ํฉํด ๋ณผ ๋, ๋ฐ๋ณต์ฝ๊ธฐ๋ ๊ทธ ์์ฒด๋ก๋ ์ฝ๊ธฐ ์ ์ฐฝ์ฑ๊ณผ ๋
ํด๋ ฅ ํฅ์์ ํจ๊ณผ์ ์ด์ง๋ง, ๊ต์ฌ์ ์๋ฒ, ํผ๋๋ฐฑ, ๋๊ธฐ์ ์ธ ์์, ์๊ธฐ ์ฝ์ ๋ชฉ์๋ฆฌ ๋
น์ํ๊ธฐ ๋ฑ์ ํฌํจํ์ฌ ์ด๋ฅผ ๋ณด๋ค ์ฒด๊ณํํ ๊ฒฝ์ฐ ๋ ๋์ ํฅ์์ ๊ฐ๋ฅ์ผ ํ ์ ์๋ค.
The purpose of this study was to examine whether a systematic repetitive reading program had any effects on the reading fluency, error rates, and reading comprehension of reading-underachieving students. A total 20 elementary school students, who were in 2nd and 3rd grade and showed low achievement in reading participated in this study. Reading education was provided to the experimental group by applying a systematic repetitive reading program, and the control group just kept reading books alone seven times without being offered any intervention. The findings of the study were as follows: First, both groups showed significant improvements in increasing reading fluency and decreasing error rates. The systematic repetitive reading program, however, was relatively more effective than the simple repetitive reading program. Second, with regard to reading comprehension, the both group were not significantly different from each other, although the both group improved significantly in reading comprehension. These findings indicated that the features of a repetitive reading program such as teacher's modeling, corrective feedback, motivational consideration, and self recording of own voice can mediate potential effects of repetitive reading on reading ability
The Effects of personal characteristics and metamemory on the old adults` memory performance
ํ์๋
ผ๋ฌธ(๋ฐ์ฌ)--์์ธ๋ํ๊ต :๊ฐํธํ๊ณผ ๊ฐํธํ ์ ๊ณต,1999.Docto