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Journal of Korean Library and Information Science Society

  • P-ISSN2466-2542
  • KCI

ISSN : 2466-2542

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Vol.52 No.3

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Systematic Review of an Intervention Program for the Improved Reading Comprehension of Elementary School Students

Journal of Korean Library and Information Science Society / Journal of Korean Library and Information Science Society, (P)2466-2542;
2021, v.52 no.3, pp.197-215
https://doi.org/10.16981/kliss.52.3.202109.197
Joo So-Hyun
Lee Soo-Sang
Joo, S. , & Lee, S. (2021). Systematic Review of an Intervention Program for the Improved Reading Comprehension of Elementary School Students. , 52(3), 197-215, https://doi.org/10.16981/kliss.52.3.202109.197

Abstract

This study analyzed experimental studies of intervention programs provided to improve reading comprehension of elementary school students using a systematic review research method. Cochrane's handbook was applied, and key questions were formulated according to the PICOTS-SD. The inclusion and exclusion criteria were applied to 1,610 papers searched in KCI, and the final 18 cases were selected for analysis. The risk of bias was evaluated using the 'RevMan5' tool provided by Cochrane. As a result of the evaluation, the risk of bias was low in most areas. And for the qualitative analysis of these papers, a data summary table was prepared. As a result, the types of intervention programs were diverse, and in many cases, upper grade students were applied. The size of the experimental group ranged from 6 to 29, and there were more QED-based studies than RCT-based studies. The most mediation time was 40 minutes, and the number of mediation sessions was 8 to 24. And in all studies, the intervention programs were found to be effective in improving reading comprehension.

keywords
읽기이해력, 체계적 문헌고찰, 중재프로그램, 독서교육

Journal of Korean Library and Information Science Society

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