• 예술인문사회 융합 멀티미디어 논문지
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• 제5권2호
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• pp.157-165
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• 2015

본 연구는 다문화가정 아동의 문식성을 알아보고 문식성에 영향을 주는 인지-언어적 변인이 무엇인지 밝히고자 하는 목적이 있다. 연구대상은 전라남도에 거주하는 초등 저학년 46명, 초등 고학년 39명, 전체 85명이다. 다문화가정 어머니의 한국 거주기간은 4~16년이고, 국적은 필리핀, 일본, 중국, 베트남, 캄보디아, 태국, 우즈베키스탄, 스리랑카이다. 본 연구의 결과는 다음과 같다. 첫째, 다문화가정 아동의 읽기, 쓰기, 인지-언어적 변인들은 학년이 높을수록 수행능력이 높았다. 둘째, 다문화가정 아동의 읽기 예언변인이 시지각 하위변인인 시각형태항상성으로 나타난 것은 읽기의 선행조건에서 세부특징이 중요하다는 것을 의미한다. 따라서 다문화가정 아동의 읽기는 친숙한 단어보다는 세부특징에 대한 단서를 잘 아는 것이 중요하다고 할 수 있다. 한글을 처음 배우는 단계에서 통글자 위주의 지도보다는 자음과 모음의 특징을 인식시키는 훈련이 먼저 필요함을 시사한다.

• 아동학회지
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• 제27권6호
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• pp.53-68
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• 2006

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

• 한국어교육
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• 제25권1호
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• pp.235-265
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• 2014

This study is for looking into distinguishing features in child KSL learners' early literacy development. For these, the writings, recording data of dialogue, and observational journals of KSL child learners was collected regularly and the data were analysed. As results, KSL child learners showed lots of writing errors due to difficulty in phonological awareness or letter awareness of Korean language. And they seemed to develop the competence of connecting letters and meanings prior to developing the competence of connecting letters and sounds. Three KSL child learners showed great individual differences in development rate, and it is supposed to be mainly caused from differences of literacy development in their mother tongue, or quantity and quality in exposure for Korean language.

• 한국문헌정보학회지
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• 제56권2호
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• pp.133-155
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• 2022

본 연구는 2021년도 경기도 책꾸러미 정기배송 사업에서 양육자의 독서 육아의 효과를 분석함에 그 목적이 있다. 이를 위해 지표를 개발하고 효과성을 분석한 뒤 향후 경기도 독서문화 진흥 정책 수립 시 활용하고자 하였다. 이 사업은 소외 지역에 거주하는 유아 대상의 독서 복지를 위해, 기관과 가정이 연계하여, 가정에 책꾸러미를 정기 배송하고, 유아와 양육자를 대상으로 맞춤형으로 개별적인 교육을 실시하였다. 양육자의 독서 육아 효과 분석을 위한 측정지표는 가정 문식성, 부모 효능감 이론에 대한 문헌 검토를 바탕으로 설정되었고, 이후 17개 설문 문항을 개발하여 전문가를 통해 델파이로 타당도를 검증하였다. 이후 경기도 7개 시군(포천시, 양평군, 여주시, 동두천시, 가평군, 연천군, 양주시)의 양육자 105명을 대상으로 효과성 검증을 위하여 사전/사후조사를 실시하였다. 결과적으로 사전/ 사후 효과성을 조사한 결과, 유아 책꾸러미 정기배송 사업의 양육자는 독서 상호작용과 독서 육아 효능감 면에서 향상을 가져왔다. 이러한 사업 효과를 고려할 때, 이 정책은 특정 지역을 넘어서 보편적인 조기 유아 독서 복지 정책으로 가정과 기관이 연계한 형태로 지속적인 사업으로 실시될 필요가 있다.

• 가정과삶의질연구
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• 제28권1호
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• pp.119-130
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• 2010

The purpose of this study is to develop and evaluate a parent-child reading interaction program. Based on the importance of the parent-child relationship and the home literacy environment vis-a-vis the extent to which reading is encouraged, and with regard to the existing empirical research in this field, a five-session parent-child reading interaction program has been developed, targeting 18 parents with children enrolled in th lower grades of elementary school. The effectiveness of this program has been evaluated by a pretest and post test and then analyzed by a paired t-test. The findings are as follows: 1) Following the implementation of this program, there were improvements in scores related to the home literacy environment, the encouragement of reading, and the attitude of the child toward reading. 2) In addition, there was an increase in the level of the mother's "rational guidance" parenting while tendencies toward overprotective and hostile parenting traits declined. The importance of the parent-child relationship and home literacy environment concerning reading guidance was discussed.

• 대한가정학회지
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• 제38권6호
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• pp.1-13
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• 2000

The purpose of the study was to investigate the relationships between parents'attitudes toward emergent literacy and home literacy practices with toddlers and preschoolers. The researcher developed the instrument based on a literature review and on other researchers'(Fitzgerald, Spiegel, & Cunningham, 1991; DeBaryshe & Binder, 1994) questionnaires for parents of toddlers and preschoolers. The researcher did a pilot study to examine the appropriateness of the questionnaires with 68 parents. A total of 274 parents who sent their children to daycare centers participated in this study in central Pennsylvania. To analyze the data for this study, The researcher employed Frequency, Mean, Standard Deviation, Pearson's correlations, Multiple Regression Analysis. Demographic characteristics and parents'attitudes toward emergent literacy which consisted with writing and reading attitudes of literacy were related to home literacy practices for toddlers and preschoolers.. Writing attitudes and verbal participation in reading were the most predicting variables in home literacy practices. The results of this study addressed the importance of the role of belief systems in literacy teaming between parents and children.

• 한국생활과학회지
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• 제14권3호
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• pp.401-409
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• 2005

The purpose of this study is to investigate mothers' beliefs regarding children's literacy development and self-reported home literacy practices with their children. The instrument used for this study measured mothers' beliefs toward the whole language approach against the traditional approaches in children's literacy development. The total number of 340 mothers participated in this study who are sending their children to daycare centers of kindergartens in Seoul and its suburban area. Mean, Standard Deviation, frequency, Spearman's rho, and Kendall's tau were employed to analyze the data. The results showed that mothers' beliefs on the whole language approach have relationships with their home literacy practices, and their demographic characteristics - such as mothers' education, their spouses' education, and income - were also related with mothers' beliefs. The results of this study explore the inter-relationship of mothers' beliefs with home literacy practices, and also the importance of mothers' belief system on children's literacy learning at home.

• 가정과삶의질연구
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• 제24권1호
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• pp.237-251
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• 2006

The present study was to investigate the teacher's and the mother's beliefs about literacy acquisition and to analyse differences between them The subjects for this study were 134 teachers and 174 mothers of the kindergarten and daycare centers. The 25-item questionnaire constructed by Westwood, Knight and Redden(1997) was used in this study with a slight modification. Collected data were analyzed by one-way ANOVA to verify the differences of the teacher's beliefs according to an academic background and a career, and mother's according to an academic background and an occupation, and compared by t-test to verify the differences of the teacher's and mother's beliefs. The major findings were the most teachers and mothers showed balanced approach: more skill-based about reading than writing. The university graduated teachers took more meaning-based, child-centered approach than finisher of caregiver training center. According to career, more the experienced kept more skilled-based approach. In case of the mother, the university and graduated school graduates took more meaning-based, child-centered approach than finisher of college and High school. According to occupation, more the professional kept more meaning-based approach. Finally there were no meaningful difference in an income and mothers' age. And teachers took more meaning-based, child-centered approach than mothers. Especially about writing, teachers kept much more meaning-based approach than mothers.