인지진단모형을 활용한 초등학생의 읽기 이해력 분석

Abstract

Objectives The purpose of this study is to analyze the reading comprehension of elementary school students using the cognitive diagnosis model, centering on the G city regional children's center. Methods The test scores of a total of 184 students who cooperated with the study through the cooperation of 40 regional children's centers in G Metropolitan City were analyzed. As a test tool, some items from the JNE Reading Ability Diagnostic Test developed by the Jeollanam-do Office of Education were used. For the analysis, the Fusion model was used among the cognitive diagnostic models, and a total of 7 cognitive factors were confirmed through the validation of the cognitive factor Q matrix. Results We divided the group into two types, the low-achieving group in reading comprehension and the normal-achieving group in reading comprehension, and compared the difference in scores and mastery of cognitive factors according to factual comprehension, inferential comprehension, and evaluative comprehension. And as a result of performing latent hierarchical analysis using M plus version 5.21, there were clear latent hierarchies based on three levels of understanding, and about 30% of the group had difficulty in reading. Conclusions In a study conducted assuming seven reading comprehension cognitions, it was found that the percentage of mastery of all seven cognitive elements showed the highest percentage through the item parameter estimation by the Fusion model. And the results of comparing the factual comprehension, inferential comprehension, and evaluative comprehension scores of the low-achieving reading comprehension group and the reading comprehension average-achieving group through item difficulty showed significant differences. Implications and discussions are presented through this.