이 연구는 체계적 문헌고찰(systematic review) 연구방법을 활용하여 초등학생의 읽기이해력 향상을 위해 제공된 중재프로그램 실험연구들을 분석한 것이다. Cochrane의 핸드북을 적용하였으며, PICOTS-SD에 따라 핵심질문을 구성하였다. KCI에서 검색된 1,610건의 논문에서 포함기준과 배제기준을 적용하여, 최종 18건을 분석대상으로 선별하였다. Cochrane에서 제공하는 ‘RevMan5’ 도구를 사용하여 비뚤림 위험을 평가하였다. 평가결과 대부분의 영역에서 비뚤림 위험도가 낮게 나타났다. 그리고 이들 논문들에 대한 정성적인 분석을 위해 자료요약표를 정리하였다. 이 결과, 중재프로그램의 유형은 다양하였으며, 고학년생을 적용대상으로 하는 경우가 많았다. 실험집단의 크기는 6명에서 29명이며, RCT 기반 연구보다 QED 기반 연구가 더 많았다. 중재시간은 40분이 가장 많았으며, 중재회기는 8회에서 24회로 나타났다. 그리고 모든 연구에서 중재프로그램은 읽기이해력 향상에 효과가 있는 것으로 나타났다.
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.
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.
