Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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A Study on the Characteristics of Reading and Relations of Reading Variables between Multicultural Students and General Students
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2017, 18(4), pp.263-288
- DOI : 10.19049/JSPED.2017.18.4.11
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
WOO JEONG HAN 1, Kim, Young-Mo 2, 신은선 2
1대구사이버대학교
2대구대학교
Accredited
ABSTRACT
Reading is one of the fundamental and critical abilities that young school-age children should acquire. However, in general, multicultural students have difficulties in reading due to language and cultural differences. The purposes of this study were as follows: First, to compare the characteristics of reading fluency, vocabulary knowledge, oral language skill, and listening comprehension and reading comprehension between multicultural students and general students. Second, to know about the correlation of reading ability variables of students with multicultural students and general students. Third, to know about the influence of variables on reading comprehension. For this study, 84 elementary school students(36 multicultural students and 45 general students) were employed and tested by reading fluency, vocabulary knowledge, speaking skill, and listening and reading comprehension. The data analysis method were two-way ANOVA and regression analysis. The results of this study were as follows.
First, the performance of multicultural students were lower than general students in reading fluency, vocabulary knowledge, oral language skill, listening comprehension and reading comprehension. Second, reading fluency, vocabulary knowledge, listening comprehension, oral language skil and reading comprehension showed a significant correlation with each other. Third, the influenceable variables for reading comprehension were listening comprehension and vocabulary knowledge. Based on these results, some suggestions were provided for teaching reading to multicultural students.
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