Abstract

The purpose of this study is to compare the effectiveness of improving vocabulary and fluency by dividing it into an experimental group (Superbook class) and a control group (paper book) for 4th to 6th-grade elementary school students who show poor literacy characteristics and to provide basic data for the development of library-based literacy promotion programs based on this. For this purpose, 40 elementary school students were recruited from Public Library B in Daegu, and an eye-tracking-based reading test and vocabulary test were conducted. They were divided into an experimental group and a control group and a 20-hour reading instruction program was conducted. The results of the study are as follows. 1) In terms of the number of times the Superbook class was read to completion, the average was six times, while the paper book class was read to completion once on average, showing that the Superbook class had a higher rate of reading completion. 2) As a result of the comparison of eye tracking-based reading test pre/post tests, the Superbookboard improved fluency and readability more than the paperboard. 3) As a result of the pre/post comparison of the vocabulary test, the Superbook increased the vocabulary score more than the paper bookshelf. 4) As a result of pre/post comparison of reading attitudes, there was no statistically significant difference in paperboards, but there was a statistically significant difference in ‘efficacy’ and ‘anxiety’ factors in Superbook boards.