讀書行動開發을 위한 實驗硏究 : 大學生集團을 中心으로 = An Experimental Study On The Development Of Reading Behavior

국문 초록 (Abstract)

이상의 硏究方法과 節次에 따라 획득된 硏究結果는 다음과 같이 要約될 수 있었다.
첫째, 硏究對象은 大學生集團으로 實驗集團 (N=214) 과 統制集團 (=105)이 意圖的으로 選拔되어 훈련되었다.
둘째, 實驗期間은 8주간이었으며, 1주에 3회, 1회 약 30 分쯤 투입되었다.
세째, 實驗은 실험설계와 실험과정 및 실험운영계획에 따라 실시되었다.
네째, 實驗設計는 Campbell과 Stanley의 模型인 非同型 統制集團 實驗設計를 사용하였다.
다섯째, 實驗處置는 活動統合型의 프로그램으로 作成하여 실시되었다.
여섯째, 測定道具는 硏究의 性格과 硏究者의 能力에 따라 처치용, 태도측정용, 전이측정용으로 구분하여 제작·사용되었다.
일곱째, 理論的 背景에서 演繹하여 提案된 假說은 다음과 같다.
1) 視覺能力開發에 대한 假說
2) 讀書速度開發에 대한 假說
3) 讀書效率指數 向上에 대한 假說

다국어 초록 (Multilingual Abstract)

This study constructs the developmental relation of the eye-movements to the reading speed and the reading comprehension. Therefore, the irregular eye-movements were assumed to be the main problematic source of reading behavior. To solve the above problem, it was hypothesized that the development of eye-movement variable causes reading speed and comprehension behavior.
Hypothesis Ⅰ : There are significant differences between the pretest scores of reading speed and the posttest ones in experimental group.
Hypothesis Ⅱ : There are significant differences between the pretest scores of reading speed and the posttest ones in experimental group.
Hypothesis Ⅲ : There are significant differences between the pretest scores of the reading efficiency index and the posttest ones in experimental group.
To test the hypotheses, two hundred and fourteen college students were selected as experimental group and one hundred and five as control group, both are not randomized.
The instructive treatment was eight-week program : it was manipulated twenty-five minutes for a time, three times in a week.
Tools used for the experiment were the visual perception format and reading comprehension test, book-supporting frame and stop-watch.
The applied experimental design was nonequivalent control group design.
After the experiment, all the hypotheses were confirmed. And the following conclusions and suggestions for further studies could be drawn :
1. There are symmetrical relation of perceptual eye-movements to reading speed and reading efficiency index.
2. There are three consecutive developmental stages of reading behavior : the first one is eye-movement variable, the second is reading speed variable, and the last is reading efficiency index.
3. It was suggested that there should be hypothesized a causal relation of super eye-movements to super brain functions and that there should be constructed one-to-one correspondence theory between them.

목차 (Table of Contents)

• Ⅰ. 硏究問題
• A. 問題의 背景
• B. 硏究問題
• Ⅱ. 理論的 背景
• A. 理論的 背景
• B. 假說
• Ⅲ. 硏究方法과 節次
• A. 硏究對象
• B. 實驗期間
• C. 實驗設計
• D. 實驗過程
• E. 實驗運營
• F. 實驗處置敎育
• G. 測定道具
• Ⅳ. 結果와 論議
• A. 結果 및 解釋
• B. 結果의 知識體系化
• C. 論議
• Ⅴ.結論 및 提言
• A. 要約
• B. 結論
• C. 提言
• 參考文獻
• ABSTRACT