• 한국보육지원학회지
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• 제9권6호
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• pp.107-127
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• 2013

본 연구는 글자를 읽지 못하는 만 3~4세 유아를 대상으로 연령에 따른 환경인쇄물 읽기 능력 및 음운론적 인식 능력의 차이와 유아의 환경인쇄물 읽기 능력과 음운론적 인식 능력 간의 관계에 대해 알아보고자 하였다. 이를 위해 서울, 경기, 대전에 소재한 어린이집 7곳에 다니고 있는 글자를 읽지 못하는 만 3~4세 유아 90명을 연구 대상으로 선정하였다. 본 연구에는 손승희(2012)가 개발한 환경인쇄물 읽기 능력 검사와 최나야(2007)의 음운론적 인식 검사를 사용하였으며, 자료 분석은 기술통계, 독립표본 t 검증, Pearson의 적률상관분석을 실시하였다. 그 결과 만 4세 유아가 만 3세 유아보다 환경인쇄물을 더 잘 읽었고 음절수세기, 음절삭제, 음소대치 능력도 높게 나타났다. 또한, 만 3세 유아의 경우 환경인쇄물을 잘 읽을수록 음절수세기 점수가 높았으며, 만 4세 유아의 경우 환경 인쇄물을 잘 읽을수록 음절수세기, 음절삭제, 음소대치 능력이 더 높게 나타났다.

• 아동학회지
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• 제34권3호
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• pp.75-92
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• 2013

This study investigated the differences and relationships between environmental print reading ability, vocabulary, and print concepts of children at ages 3 and 4. The subjects comprised 90 children, who could not read letters. The Children's Reading Ability of Environmental Print Scale(Son, 2012), Receptive and Expressive Vocabulary Test(Kim et al., 2009) and Concepts About Print(Kim & Kim, 2004) were used in this study. The collected data were analyzed using t-test and Pearson's correlations. The results of this study were as follows; in terms of Illiterate Korean children, aged 3 to 4 years, their scores on the environmental print reading tasks were positively correlated with vocabulary and print concepts.

• 아동학회지
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• 제33권5호
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• pp.181-200
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• 2012

The purpose of this study investigate the differences in children's reading abilities of environmental print according to children's age and types of parental literacy interaction. The subjects comprised 111 illiterate children, 3 to 4 years of age, and their mothers. The Children's Reading Abilities of Environmental Print Scale (CRAEPS), Parent's Literacy Interaction Rating Scale (PLIRS) as developed by Son (2012) were used in this study. The collected data are analyzed by means of descriptive analysis, K-mean cluster analysis, Correlations, and two-way ANOVA. The results of this study are as follows : Illiterate Korean children, aged 3 to 4 years, can read environmental print which are familiar to them, and an 'open interaction style' plays an important role in developing the child's reading ability of environmental print. Therefore, in order to develop child literacy, it is necessary to research, not only teaching methods for using environmental print in the home, child care centers, and in kindergarten, but also parent education programs regarding the importance of the mother's literacy interaction style.