@article{ART001729509},
author={김수정 and Daesik Lee and Kim, Sooyoun},
title={The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2012},
volume={13},
number={4},
pages={415-445}
TY - JOUR
AU - 김수정
AU - Daesik Lee
AU - Kim, Sooyoun
TI - The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties
JO - Journal of Special Education: Theory and Practice
PY - 2012
VL - 13
IS - 4
PB - Research Institute of the Korea Special Education
SP - 415
EP - 445
SN - 1598-060X
AB - The purpose of this study was to explore the effectiveness of a Direct Instruction Han-Geul Reading Program on word reading and reading fluency of the multicultural students with reading difficulties. The subjects of this study were three first graders of multicultural family in an elementary school who had not learn Han-Geul. The program was administrated for 16 sessions. The key elements of the program were explicit modeling by a teacher, scaffolding, enough practices with various and plenty examples, and systematic and intensive learning on letter-sound correspondence. As a result, the Direct Instruction Han-Geul Reading Program had positive effects on the improvement of word reading and reading fluency. Word reading ability has significantly and gradually improved as the result of the direct instruction based approach. The possible causes, the implications of the study, and the importance of a successful early reading intervention to mulicultural students were discussed.
KW - Direct Instruction;Han-Geul Reading Program;the multicultural students with reading difficulties;word reading;reading fluency
DO -
UR -
ER -
김수정, Daesik Lee and Kim, Sooyoun. (2012). The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties. Journal of Special Education: Theory and Practice, 13(4), 415-445.
김수정, Daesik Lee and Kim, Sooyoun. 2012, "The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties", Journal of Special Education: Theory and Practice, vol.13, no.4 pp.415-445.
김수정, Daesik Lee, Kim, Sooyoun "The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties" Journal of Special Education: Theory and Practice 13.4 pp.415-445 (2012) : 415.
김수정, Daesik Lee, Kim, Sooyoun. The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties. 2012; 13(4), 415-445.
김수정, Daesik Lee and Kim, Sooyoun. "The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties" Journal of Special Education: Theory and Practice 13, no.4 (2012) : 415-445.
김수정; Daesik Lee; Kim, Sooyoun. The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties. Journal of Special Education: Theory and Practice, 13(4), 415-445.
김수정; Daesik Lee; Kim, Sooyoun. The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties. Journal of Special Education: Theory and Practice. 2012; 13(4) 415-445.
김수정, Daesik Lee, Kim, Sooyoun. The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties. 2012; 13(4), 415-445.
김수정, Daesik Lee and Kim, Sooyoun. "The Effects of A Direct Instruction Han-Geul Reading Program on Word Reading and Reading Fluency of the Multicultural Students with Reading Difficulties" Journal of Special Education: Theory and Practice 13, no.4 (2012) : 415-445.
