태블릿PC를 이용한 독후활동 프로그램이 읽기부진아동의 어휘력과 읽기태도 및 읽기효능감에 미치는 영향

Abstract

The purpose of this study is to examine the effects of tablet PC-based reading program on vocabulary and reading attitudes & self-efficacy on reading in poor readers. For this purpose, 15 3rd and 4th graders attending elementary schools in Jeonnam province were randomly assigned into three groups: a tablet PC-based book-reading group(group 1, n=5), a traditional paper-based book-reading group(group 2, n=5), and a control group not receiving any book-reading program(control group, n=5). The book-reading programs were conducted three times per week for five weeks(a total of 15 sessions). Pre- and post-test research designs were used in order to investigate the effectiveness of the reading programs. The test scores were analyzed using non-parametric statistical methods: Wilcoxon signed-rank tests, Mann-Whitney U tests, and Bonferroni methods. Then a pearson correlation coefficient was conducted to measure the relationship between dependent variables. The results were as follows: Firstly, the results indicated that there were significant increases in scores of self-efficacy on reading and the composite scores of reading attitude and self-efficacy from pre-test to post-test for group 1 and 2. The significant increase was not shown, however, for the control group. In terms of reading attitude, the significant difference in pre-test scores were observed between the experimental group(group 1 + group 2) and the control group. The same phenomenon appeared between those two groups in terms of the composite scores of reading attitudes and self-efficacy on reading. The results suggest that, regardless of media used, book-reading programs have positive effects on reading attitudes and self-efficacy on reading in poor readers. Secondly, while there were no differences between the pre-and post-scores of vocabulary for the group 2 and the control group, a significant difference was found for the group 1. The result suggests that the traditional paper-based book-reading program contributes to vocabulary improvement for poor readers. Lastly, the result showed that reading attitudes highly correlated significantly with self-efficacy on reading. The expressive and receptive vocabulary ability also correlated each other. The design of this study does not allow to widely generalize the results due to the short period of reading programs and the small number of samples. Therefore, more work will need to be conducted in order to investigate the effectiveness of the media-based reading program on condition that provide more opportunities on a variety of book reading for more period of time .