References
- 강인구 . 현은자(1995). 극놀이 영역의 환경구성 및 교사의 역할이 유아의 문해행동에 미치는 효과. 아동학회지, 16(1), 167-181.
- 김명순(1997). 교실 내 문해환경이 만 4-5세 유아의 책이야기 꾸미기에 미치는 영향. 유아교육연구, 17(2), 77-95.
- 김명순(1999). 4-5세 아동의 읽기.쓰기 발달에 대한 어머니의 신념과 가정문해환경에 대한 연구. 생활과학논집, 13, 120-131.
- 김명순 . 김길숙 . 임양미 . 이유진(2008). 만 3-5세 유아를 위한 교실 내 언어 및 문해환경 평가척도 (ELLCO) 타당화 연구, 유아교육연구, 28(6), 27-45.
- 김정화(1996). 극화놀이 영역에서 문식성 자료와 교사의 개입이 유아의 문식성 행동에 미치는 효과. 이화여자대학교 대학원 박사학위청구논문.
- 김정화 . 이문정(2007). 유아교실의 문식성 환경에 대한 연구. 아동학회지, 28(3), 101-113.
- 김효영 . 이순형(2005). 이야기 구조에 따른 만 2, 3세 유아의 이야기 이해. 아동학회지, 26(1), 15-29.
- 마송희(2002). 소집단 읽어주기 상황에서 연령, 집단 구성, 그리고 반복읽기가 유아의 반응과 이해도에 미치는 영향. 유아교육연구, 22(4), 51-72.
- 박찬화 . 김길숙(2008). 유아를 위한 가정분해환경 명 정정척도 개발 및 타당화 연구. 대한가정학회지, 46(9), 87-97.
- 배성연(2007). 어린이집의 교실문해환경과 유아의 언어능력. 연세대학교 대학원 석사학위청구논문.
- 윤초희(2006). 언어영재의 문식성 환경, 독서태도, 지각된 언어능력 및 언어표현선호도가 쓰기수행에 미치는 영향. 아동학회지, 27(6), 53-68.
- 장서연(2008). 가정 문해 활동과 아동의 이야기 구성 능력 간의 관계, 연세대학교 대학원 석사학위청구논문.
- 정재후 . 김명순(2003). 전자동화 및 인쇄동화 유형과 읽기 이해 수준에 따른 아동의 이야기 이해 차이. 아동학회지, 24(5), 15-26.
- 한애향 . 안선희(2006). 유아교육기관의 문해환경 수준에 따른 유아의 문해 능력 차이. 유아교육학논집, 10(4), 279-294.
- 현은자 . 김소연 . 장시경(2008). 지능형 로봇을 활용한 그림책 읽기 활동이 유아의 언어능력에 미치는 효과. 유아교육연구, 28(5), 175-196.
- 황윤세(2007). 내러티브 발달 : 유아의 이야기 내용이해 및 꾸미기 능력간의 관계 분석. 아동학회지, 28(2), 39-53.
- Aulls, M. W. (2003). The differential influence of the home environment on the reading ability of children entering grade one. Reading Improvement, 40(4), 164-178.
- Bell, M. A. (1999). Shared book reading in kindergarten : Nature and outcomes. Unpublished doctoral dissertation, University of Guelph, Canada.
- Brabham, E. G. (1996). Effects of teachers' reading aloud styles on vocabulary acquisition and comprehension of primary students (Elementary school Students). Unpublished doctoral dissertation, University of Florida State.
- Britch, B. M. (1990). Walking around inside stories : How children make meaning from narratives discourse. Unpublished doctoral dissertation, University of Toledo, OH.
- Bryant, D. M., Burchinal, M., Lau, L. B., & Sparling, J. J. (1994). Family and classroom correlates of Head Start children's developmental outcomes. Early Childhood Research Quarterly, 9, 289-310. https://doi.org/10.1016/0885-2006(94)90011-6
- Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment to the development of reading-related abilities one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426. https://doi.org/10.1598/RRQ.37.4.4
- Christian, K., Morrison, F. J., & Bryant, F. B. (1998). Prediction kindergarten academic skills : Interactions among child care, maternal education, and family literacy environment. Early Childhood Research Quarterly, 13(3), 501-521. https://doi.org/10.1016/S0885-2006(99)80054-4
- Cochran-Smith, M. (1984). The making of a reader. Norwood, NJ : Ablex.
- Conlon, A. (1992). Giving Mrs. Jones a hand : Making group storytime more pleasurable and meaningful for young children. Young Children, 47(3), 14-18.
- Corcoran, N., & Diane, E. (1990). The effects of four approaches to group storybook reading in kindergarten on story comprehension, story structure knowledge, and concepts about print. Unpublished doctoral dissertation, University of Minnesota.
- DeBeryshe, B. D. (1993). Joint picture-book reading correlations of early oral language skill. Journal of Child Language, 20, 455-461.
- Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 105-122.
- Dickinson, D. K., & Snow, C. E. (1987). Interrelationships among prereading and oral-language skills in kindergarten from two social classes. Early Childhood Research Quarterly, 2, 1-25. https://doi.org/10.1016/0885-2006(87)90010-X
- Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children : Differential effects for rhyme and phoneme awarness. Applied Psycholinguistics, 24, 59-88.
- Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling reading on the oral language complexity and Story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
- Lee, K. Y., & Kim, M. S. (2006). Mother-child interactions in picture-book reading and children's language ability among low-income. Journal of ARAHE, 13(1), 39-49.
- Leslie, N. (1993). A developmental-interactive approach to reading assessment. Reading and Writing Quarterly, 90, 5-30.
- McGee, L. M., & Richgels, D. J. (2000). 영유아의 문해 발달 및 교육. 김명순.신유림(공역). 서울 : 학지사(1996년 원저 발간).
- Morrow, L. M. (1982). Relationships between literature programs, library corner design, and children's use of literature. Journal of Educational Research, 75(6), 339-344.
- Morrow, L. M. (1985). Retelling stories : A strategy for improving young children's comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85(5), 647-661.
- Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554. https://doi.org/10.1016/0885-2006(90)90018-V
- Morrow, L. M., & Smith, J. K. (1990). The effects of group size on interactive storybook reading. Reading Research Quarterly, 25, 213-231. https://doi.org/10.2307/748003
- Neuman, S. B. (2004). The effect of print-rich classroom environment on early literacy growth. The Reading Teacher, 58(1), 89-91.
- Neuman, S. B., & Roskos, K. (1990). Play, print and purpose : Enriching play environments for literacy development. The Reading Teacher, 44(3), 214-221.
- Roser, N. L., & Martinez, M. (1995). Roles adults play in preschooler's response to literature. Language Arts, 62, 485-490.
- Scarborought, H. S. & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302. https://doi.org/10.1006/drev.1994.1010
- Smith, M. W., & Dickinson, D. K. (2002). User's guide to the early language & literacy classroom observation toolkit research edition. Baltimore, MD : Brookes.
- Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (2nd ed.) (pp.53-120). Norwood, NJ : Ablex,
- Sulzby, E., & Barnhart, J. (1992). The development of academic competence : All our children emerge as writers and readers. In J. Irwin & M. Doyle (Eds.), Reading/writing connection : Learning from research (pp.120-143). Newark, DE : International Reading Association.
- Teale, W. H., & Sulzby, E. (1986). "Emergent literacy as a perspective for examining how young children become writer and readers". In W. H. Teale & E. Sulzby (Eds.), Emergent literacy : Writing and reading (pp.vii-xxv). Norwood, NJ : Ablex.
- Wells, G. (1985). Language development in the preschool years. New York, NY : Cambridge University Press.
- Weigel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children's literacy development. Reading Research Quarterly, 40(2), 204-233. https://doi.org/10.1598/RRQ.40.2.4
- Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
- Yvetta, G., & Barbara, S. (1986). An investigation of imposed-induced imagery methods on kindergarten children's recall of prose content (ERIC Document Reproduction Services No. ED 278974).