• 아동학회지
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• 제29권4호
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• pp.199-212
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• 2008

Relationships between parents' home literacy attitudes in low-income families and children's emergent literacy were studied with 107 children 4- and 5-years of age and their parents. Instruments were Kim and Kwon's (2006) questionnaire about parents' literacy attitudes, the Peabody Picture Vocabulary Test-Revised(Kim et al., 1995) and the Concepts About Print(CAP; Kim & Kim, 2004). Results showed that parents of younger children were positive about reading books; parents of older children were positive about reading instruction. More positive parental feelings about reading and higher frequencies of reading with the child were related to children's higher vocabulary scores. Children's CAP was positively related with amount of parents' reading instruction, home literacy resources, and number of child's books in the home.

• 아동학회지
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• 제33권3호
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• pp.199-213
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• 2012

This study was conducted in order to identify the relationship between the home literacy activities, mothers' verbal behavior, toddler-mother joint attention and the language-cognitive development of toddlers. The language-cognitive development of toddlers was assessed by means of the Mental Scale from the Korean Bayley Scale of Infant Development II (K-BSID-II). The home literacy activities were measured by means of the questionnaire used by You (2009), which was partly modified from Shapiro (1979). Lee & Kim (2004)'s categories was used to observe the mothers' verbal behaviors during shared book reading; joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). One of the more important conclusions of this study is our suggestion that mothers' verbal behaviors and the toddler-mother coordinated joint attention were significantly related to the language-cognitive development of toddlers as it takes place within low-income families.

• 아동학회지
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• 제31권3호
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

• 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.

• 대한가정학회지
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• 제35권4호
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• pp.125-138
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• 1997

The purpose of this study was to explore the types of mother's language and literacy information as they collaborated to write a letter during a 10-minute session. Subjects of the study consisted of 60 mothers and their children 10 boys and 10 girls each at the age of 3,4 and 5 The mothers' teaching language was analyzed on the basis of hoffman(1987)'s study and the types of information thant mothers and children exchanged during writing letters was analyzed by Burns and Casbergue (1992)'s categories. Frequency percentages and χ2 tests were used to analyze the data. The resuls of this study were as follows. 1. The types of the mothers' teaching language from the most to the least were mother-initiated statements mother-initiated questions and mother's responses to child's efforts. There were significant differences according to children's age in mothers' language. In the mother-initiated questions request questions were used most frequently and followed by interrogation questions and invitation questions next. The statements initiated by mothers were directive comments informative comments supportive comments insistence comments and invitation comments in order. Mothers' responses to child's efforts were corrects/controls additional cues confirmation promotion and praise in order. In all three types of the teaching language significant promotion and praise in order. In all three types of the teaching language significant differences were found according to children's age. 2. The types of information about writing were spelling content off task/preparation mechanical conventions and conceptual meaning of writing in order. Significant differences were found according to children's age. In the age group of 4-and 5-year-olds the mothers exchanged more information about spelling than the mothers of 3-years-olds who frequently used information about content and off task or preparation of writing the letter.