주요 내용어의 인지 단서 제공 여부에 따른 중학생의 읽기 이해의 차이

Abstract

Objectives The purpose of this research is to examine the variation in reading comprehension concerning the pro-vision of cues that enhance the perception of key content words.
 Methods In this study, middle school students were categorized into two groups based on the provision of cogni-tive cues for key content words. Following this categorization, reading comprehension tests were administered to each group under varying cue provision conditions. At this juncture, cognitive cues were designated by employ-ing the font style corresponding to key content words. Study participants engaged in reading explanatory texts under different cognitive cue conditions, subsequently undergoing a recall-based reading comprehension test. The collected reading comprehension test results were subsequently analyzed using effect size measures.
 Results The group in Condition 1, which did not receive cognitive cues for key content words, demonstrated an improvement in the average reading comprehension test results. On the other hand, the group in Condition 2, which was provided with cognitive cues for key content words, exhibited a decline in their average reading com-prehension test results. Both conditions experienced a decrease in the average scores among the upper-level group, but the decline was more pronounced in Condition 2's upper-level group. Furthermore, both conditions ob-served an enhancement in the average scores of the lower-level group, with Condition 2's lower-level group showing a more substantial improvement.
 Conclusions Providing cognitive cues for key content words may enhance reading comprehension for the low-er-level group, but it could disperse attention and hinder reading fluency for the upper-level group.