한국언어과학회

The purpose of this pilot study is to develop a basic English reading ability self-diagnosis program. To this end, the components of basic literacy competencies were extracted, and a recognized literacy diagnosis program including the Academic Reading K-6(AR K-6) program was reviewed. Two diagnostic programs, the Academic Reading K-6 diagnostic program, and the Self-Diagnostic Reading Ability Program (SDRA) were applied to 21 3rd graders selected through pre-interviews, and the correlation of the detailed sub-area was analyzed. The results of the study are summarized as follows. The total SDRA score calculated by the AR K-6 diagnostic program show that the degree of arithmetic relevance between the two sub-areas is high, although statistical significance is difficult to grasp. Comparing the indices of each detailed area of the two diagnostic programs, it was analyzed that there was a relatively strong correlation in LNF NWF RCS, the post-basic phonics stage, in the six-area onset stage of literacy. In conclusion, the correlation between the two diagnostic programs was relatively strong in the post-basic phonics stage. Furthermore, it was suggested that in order to develop a more reliable and valid SDRA program, it was necessary to modify and supplement the measurement of the literacy beginning stage, including phonemic awareness.