Phonetics and Speech Sciences (말소리와 음성과학)

Korean Society of Speech Sciences (한국음성학회)
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Intervention Effect on Reading Fluency for Children from Low-Income Families

저소득층 가정 아동의 읽기 유창성 중재 효과

  • 윤효진 (조선대학교 언어치료학과) ;
  • 신가영 (한림대학교 언어병리청각학과) ;
  • 배소영 (한림대학교 언어청각학부)
  • Received : 2014.09.01
  • Accepted : 2014.10.15
  • Published : 2014.12.31
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Abstract

The study investigated the effects of reading intervention to enhance reading fluency for children from low-income families. The participants were 20 children from low-income families who are in grades 1 to 3. To qualify for participation in this study, all children had to score below 30 % ile on the Receptive vocabulary Test of the Expressive and Receptive Vocabulary Test or the Word reading fluency of the Korean Language-Based Reading Assessment. Participants were randomly assigned to the intervention (n=10) or control (n=10) group. The intervention group participated in the individualized intervention program using the guided repeated reading and the corrective feedback strategies. The results showed that participants in the intervention group performed better on reading fluency than those in the control group after participating in the intervention program. Specifically, guided repeated reading with corrective feedback strategies produced significant improvement on generalization to unpracticed passages as well as practiced passages. The results of this study suggest that guided repeated reading with corrective feedback is effective for enhancing reading fluency for children in Korea. Further study is needed in order to develop language-specific reading intervention.

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References

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Cited by

  1. Elementary School Aged Children's Reading Fluency in Terms of Family Income and Receptive Vocabulary vol.7, pp.2, 2015, https://doi.org/10.13064/KSSS.2015.7.2.029