This study investigated predictors of reading comprehension in elementary school English learners. The study specifically examined the role of word recognition and oral language skills in their reading comprehension levels. Participants were 206 students in grades four, five, and six, and they completed measures of letter naming, phonemic awareness, vocabulary, decoding, listening comprehension, and reading comprehension. Data analysis included descriptive statistics, analysis of variance, correlation, and multiple regression. Findings showed that there were significant differences between performances of the 4th graders and the other two grade groups on all measures, indicating a possible ceiling effect in the acquisition of basic reading skills by upper-grade students. Oral language, indexed by oral vocabulary and listening comprehension, emerged as the more powerful predictor of reading comprehension as compared to word recognition skills. In addition, the contribution of word decoding tended to decrease across grade levels; whereas oral vocabulary explained more variance in upper grades.

I. 서론
 II. 이론적 배경
  1. 단어 인식과 읽기 이해
  2. 음성 언어와 읽기 이해
 III. 연구 방법
  1. 연구 참여자
  2. 읽기 능력 검사 도구의 개발 및 시행
  3. 자료 분석
 IV. 연구 결과
  1. 초등학교 학생들의 읽기 능력 발달 정도
  2. 초등학교 학생들의 영어 읽기 이해 예측 변인 분석
 V. 결론
 참고문헌

• 이영아(청주교육대학교) | Lee Young-A.