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The Effect of the Reading Instruction using a Meta-cognitive Strategy on Improvement of Language Ability, Reading Meta-cognition and Language Self-concept of Young Children

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2019, 9(1), pp.21-41
  • DOI : 10.34226/gcl.2019.9.1.21
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : February 2, 2019
  • Accepted : March 15, 2019
  • Published : March 30, 2019

park hyun hee 1 Kyung-Hwa Lee 1

1숭실대학교

Accredited

ABSTRACT

The purpose of this study was to investigate whether young children's language ability, reading meta-cognition and language self-concept can be improved by the reading instruction using a meta-cognitive strategy. The subjects of this study were 38 young children aged 5 years who were enrolled in two kindergartens of Gyeonggi-do. Pre and post-test were conducted before and after the experiment. As a result of the pre-test, the homogeneity between the groups was confirmed and the experiment proceeded. A total of 12 session were conducted for 6 weeks (twice a week), and the results of post-test were compared by two independent t-tests. Teacher's First Hangul Test(Lee, 2004), Reading Test(Lee, 2004) and Young Self-Concept Test(Lee & Koh, 2015) were used for pre and post-test. As a result of the study, it was proved that the reading instruction using the meta-cognitive strategy was an effective teaching-learning method which helps not only the children 's language ability and reading meta-cognition but also the language self-concept. This is because the children were able to recognize and check their cognitive processes while reading the fairy tale books, and actively engaged in teaching-children interaction effectively. Therefore, this study suggests that the reading program using meta-cognition can be used as an effective teaching method for the language ability, the meta-cognition, and the language self-concept of young children in early childhood education.

Citation status

* References for papers published after 2023 are currently being built.

This paper was written with support from the National Research Foundation of Korea.