어머니의 모국문화기반 균형적 문해교수(Balanced literacy instruction)는 다문화가정 학생의 읽기능력을 향상시키기 위하여 읽기교수의 다차원적인 결합을 한 교수방법이다. 본 연구에서는 다문화가정 학생의 읽기능력(읽기이해력, 읽기유창성)에 미치는 영향을 살펴보는 데 있다. 연구 대상은 초등학교 1학년 다문화가정 학생 4명이며, 중재는 방과후교실에서 약 두 달간 실시하였다. 실험 설계는 대상자간 중다 간헐 기초선 설계를 사용하였다. 연구 결과, 어머니의 모국문화기반 균형적 문해교수는 다문화가정 학생의 읽기능력 향상에 긍정적인 영향을 주었다. 이러한 결과를 바탕으로 다문화가정 어머니의 모국문화기반 균형적 문해교수가 앞으로 다문화가정 학생의 읽기 성취를 위한 문해교육프로그램을 구성하는 데 도움을 줄 수 있는 대안으로서의 기능을 할 수 있을 것이다.
The purpose of this study was to examine how balanced literacy instruction based on the mother culture affected reading abilities(reading comprehension and reading fluency). The participants were four children who were enrolled in first grade of public elementary schools at A and S city in Gyeong-gi province. They belong to multicultural families that have filipino mothers. The multiple probe design was employed across four participants who received intervention for 15 to 20 sessions. The intervention based on filipino culture and Korean national elementary school curriculums supported individual reading learning for the purpose of improving reading abilities of the students. The results of this study were that reading comprehension and reading fluency of all four participants were improved after intervention of balanced literacy instruction based on the mother culture. This study has it significance that the balanced literacy instruction based on the mother culture would be an effective and useful reading program to support reading learning for the children of multicultural family. Eventually, the children of multicultural family will show significant improvements in their reading abilities. If the intervention, linked with schools and homes, in this study can be utilized for supporting reading learning, it would have the children of multicultural family improve their reading ability.
