한국 초등학생들을 위한 영어 초기 문해력 측정 도구 모형 개발 연구

Abstract

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures for assessing the acquisition of early literacy skills of native speakers of English. They have been widely perceived as effective in identifying English learners at risk of later reading difficulties and providing them with earlier effective support. It has been argued, however, that an English early literacy test should reflect the situation of English learning in a local educational context. Against this backdrop, this study aims to develop a model of an English early literacy test that could better reflect the characteristics of Korean elementary school students. For this purpose, a comprehensive review was conducted of (a) related research, (b) the current English curriculum for Korean elementary schools, and (c) multiple voices and perspectives from seven experts in English education and twenty elementary school teachers. The model is divided into four domains: alphabetic principle, phonemic awareness, vocabulary, and fluency and comprehension. The first domain is further divided into three tasks, namely reading alphabets, identifying capital letters, and reading pseudowords. The second and third domains are concerned with finding words with the same onsets or rhymes and identifying the meanings of basic English words, respectively. The fourth domain is comprised of two-step tasks measuring fluency and comprehension at both sentence and text levels. This study also offers suggestions about making the model more field-friendly.