읽기이해 예측지표에서 나타나는 난독현상 경험 아동과 일반아동의 차이점 연구

Abstract

The authors investigated whether a difference exists in reading comprehension predictors between students with and without reading difficulties. A series of multiple regression analyses were conducted to determine reading comprehension predictors. The results showed that vocabulary and working memory accounted for 35% of reading comprehension in students without reading difficulties, while fluency and listening comprehension were associated with 43% of reading comprehension in students with reading difficulties. The follow-up analyses further pointed to reading fluency as the foremost predictor for students with reading difficulties. The results also suggested that as the students mature and become more successful readers, they spend more cognitive resources on higher-order cognition skills such as vocabulary and working memory while less skillful readers focus on using text-oriented skills such as reading fluency during their reading comprehension.