초등학교 교사의 ‘읽기 부진아’ 지도와 연수 경험에 대한 조사 연구

This study investigated the concept of reading underachievers as perceived by elementary school teachers along with their thoughts about their teaching status in South Korea. The research was conducted with approximately 100 incumbent elementary school teachers in order to investigate their ideas concerning their status and their tendencies and perception regarding reading underachiever teaching in school. An online survey, that used Google Drive, was conducted for the week of July 20th to 25th, 2018. In this study elementary school teachers indicated that the most important underachievement of their students was basic reading and writing. They perceived reading poor children were those who could not read loudly, those who had poor vocabulary, those students who lacked in reading ability to check facts, or those who did not read to find meaning. They found that there were one to two poor readers in their classes. More than 80% of the teachers volunteered to teach the reading underachievers who had been detected in their classrooms. However, only 40 (41.2%) of the respondents had participated in vocational training. The results of this study indicate that appropriate support has not been provided to teachers who directly deal with reading poor children. And the teachers failed to name the reading diagnostic tools correctly, and it can be presumed that they had poor information or knowledge about them. This research concluded that educational circles should not spare multilateral support so that teachers become self-confident and are able to make the correct judgments regarding learners' reading problems, choose a method most appropriate for the learners' characteristics, and apply it effectively.