The purpose of this study was to explore the relationship between prosody and reading comprehension of elementary school students in Korea. To achieve the purpose of the study, 114 fifth and sixth graders were selected from three schools of Seoul city and Gyeonggi province, and their prosody, word recognition and comprehension were assessed. In order to measure their prosody, students were asked to read a reading text orally for one minute, and the teacher checked their reading rate, decoding accuracy, and prosody. Students’ prosody was measured through Clay and Imlach’s (1971) method. The results of this study showed that while most students gained higher score in word recognition and reading rate, their prosodic features was found comparatively weak. It also revealed a correlation between the three sub-categories of prosody and reading comprehension. Based on the results of this study, it could be concluded that prosodic reading features of Korean EFL students have co-relations with comprehension, even if their prosodic feature is weak. Finally some ideas for enhancing prosody in L2 students’ reading instruction were suggested.

I. 서론
 II. 이론적 배경
  1. 읽기 요소로서의 유창성
  2. 운율감 있게 읽기와 독해력
  3. 읽기 숙달도와 운율 넣어 읽기의 관련성
 III. 연구 방법
  1. 연구 대상 및 자료 수집
  2. 평가 도구 및 측정 방법
  3. 분석 방법
 IV. 연구 결과 및 논의
  1. 측정 요소별 평가 결과
  2. 단어 인지 및 운율 항목과 독해력의 관련성
  3. 항목별 독해력 예측도
 V. 결론 및 제언
 참고문헌

• 이윤(한국외국어대학교) | Lee, Yoon