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@article{ART001729486},
author={최미라 and Kang,Ok},
title={The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2012},
volume={13},
number={4},
pages={283-312}

TY - JOUR
AU - 최미라
AU - Kang,Ok
TI - The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading
JO - Journal of Special Education: Theory and Practice
PY - 2012
VL - 13
IS - 4
PB - Research Institute of the Korea Special Education
SP - 283
EP - 312
SN - 1598-060X
AB - The purpose of this study was to investigate the effects of peer paired reading using children’s poem for enhancing reading skills, that is, oral reading fluency and attitude of low-achieving students in reading. For this purpose, 20 low-achieving students in second grade were selected. The students were divided into two groups of 10 persons each, an experimental group with peer paired reading and a control group. For tutors of the experimental group, 10 second graders were selected from the same elementary school. The experiment was conducted for 20 minutes each session, third times a week for 15 sessions. Tests of oral reading fluency and reading attitude were conducted. Oral reading fluency test was conducted pre-test and formative assessment once a week. Reading attitude test was conducted in pre- and post- test. The data of this study were also analyzed by t-test and HLM(Hierarchial Linear Model). The results obtained in this study are summarized as follows:First, peer paired reading had a positive effect on oral reading fluency and attitude of low-achieving students in reading. Second, peer paired reading showed significant faster growth rates on oral reading fluency. It showed the initial state and the linear slope depending on the individual child. In conclusion, peer paired reading using children’s poem is an effective method to enhance oral reading fluency and attitude of low-achieving students in reading.
KW - Children’s Poem;Peer Paired Reading;Low-achieving Students in Reading;Oral Reading Fluency;Reading Attitude
DO -
UR -
ER -

최미라 and Kang,Ok. (2012). The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading. Journal of Special Education: Theory and Practice, 13(4), 283-312.

최미라 and Kang,Ok. 2012, "The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading", Journal of Special Education: Theory and Practice, vol.13, no.4 pp.283-312.

최미라, Kang,Ok "The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading" Journal of Special Education: Theory and Practice 13.4 pp.283-312 (2012) : 283.

최미라, Kang,Ok. The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading. 2012; 13(4), 283-312.

최미라 and Kang,Ok. "The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading" Journal of Special Education: Theory and Practice 13, no.4 (2012) : 283-312.

최미라; Kang,Ok. The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading. Journal of Special Education: Theory and Practice, 13(4), 283-312.

최미라; Kang,Ok. The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading. Journal of Special Education: Theory and Practice. 2012; 13(4) 283-312.

최미라, Kang,Ok. The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading. 2012; 13(4), 283-312.

최미라 and Kang,Ok. "The Effects of Peer Paired Reading using Children’s Poem on Oral Reading Fluency and Attitude of Low-achieving Students in Reading" Journal of Special Education: Theory and Practice 13, no.4 (2012) : 283-312.