• Korean Journal of Child Studies
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• v.31 no.4
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• pp.15-27
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• 2010

This study was conducted in order to identify the relationship between home literacy environment and mother's interactive teaching behaviors, and infant's vocabulary ability. The subjects of this study were 53 infants between the ages of 18 to 24 months and their mothers. In order to measure the home literacy environment, the questionnaire used by Han Chan-Hee (2006), which was partly modified from Shapiro (1979), was selected, and to analyze mothers' teaching behaviors, Barnard's NCAST Teaching Scale(1978) was used. The infant's vocabulary ability was measured by the questionnaire first used by Lim Yong-Soon(2002), which was partly modified from the MCDI used by Fenson et al(1991). In conclusion, this study, most importantly, suggests that the teaching behaviors of the mothers themselves as well as the home literacy environment can both be very important factors affecting infant vocabulary development.

• Journal of Families and Better Life
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• v.28 no.1
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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.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.25-49
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• 2013

The purpose of this study was to examine the effects of home and classroom literacy environments on the reading interests of 104 young children aged 4-5 years old. Their 104 mothers and 52 preschool teachers also participated in this study. The instruments modified and used in this study were the questionnaire which was developed by Fitzgerald(1991), Dickinson, Temple, Hirschler & Smith(1992), and the Primary Pupil Reading Attitude Inventory by Askov & Fischbach(1973). The results of this study were as follows. First, there were significant relationships between children's physical and psychological home literacy environments and reading interests. Second, there were also significant relationships between children's physical and psychological classroom literacy environments and reading interests. Third, home and classroom literacy environments, especially physical environments of home and psychological environments of classrooms, had an influence on children's reading interests. On the basis of this study, enough provision of literacy environments may help to improve children's reading interests, leading to better reading and writing ability.

• Korean Journal of Child Studies
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• v.31 no.3
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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.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• Korean Journal of Child Studies
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• v.34 no.3
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• pp.1-19
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• 2013

The purpose of this study was to investigate the relationship between parents' behavior during picture-book reading and home literacy environment and their effects on toddlers' vocabulary. The subjects of the study were 46 toddlers and their parents. The MCDI-K(Im, 2002), Lee and Kim(2004)'s categories of Verbal Behaviors, the categories of Nonverbal Behavioral Analysis(Kim, 2005), and the Home Literacy Environment Index(Han, 2006) were used. The analysis of the collected data was guided by the research questions and involved the use of descriptive statistics, t-test and an analysis of relevant correlations. The results of this study were as follows; First, the toddlers' receptive vocabulary score was 1.2 times higher than the toddler's expressive vocabulary score. Second, the father's book reading behaviors and mother's book reading behaviors were quite similar, the most frequent types of behavior being the use of 'feedback', 'explanation', 'questioning' and 'pointing'. On the other hand, there was a significant difference between the reading behavior of the mother and father as regards the categories of 'linguistic attention ventilation', 'suggesting', 'directing(instructing)', 'expanding feedback', 'pointing' and 'gesture'. Mothers performed more of these behaviors than the fathers. Third, toddler's vocabulary scores were positively correlated with the mother's 'linguistic attention ventilation'. However, the mother's use of 'restriction' was negatively correlated with the toddler's vocabulary level. Toddler's vocabulary scores were positively correlated with the father's 'description', 'reasoning/predicting', 'questioning about function or action', 'demanding feedback' and 'pointing'. The toddler's vocabulary scores were also positively correlated with the relative abundance of home environment materials and the amount of time spent on parent-child home literacy activity.

• Human Ecology Research
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• v.54 no.1
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• pp.1-11
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• 2016

This study developed and evaluated a Seoul National University literacy program for multicultural family children (SNU-LPMFC). The program was developed to enhance Korean language ability for children from multicultural backgrounds. The characteristics of this program were education using fairy tales and nursery rhymes, individual education from home visiting teacher, and parent participation education for effective children's learning support. The effectiveness of this program was examined based on 54 young children and their mothers (34 in the experimental group and 20 in the control group). To examine the effect of SNU-LPMFC, we assessed children's literacy ability as pre-tests and post-tests as well as interviewed the home visiting teachers. After 8 weeks' field application, the experimental group exhibited higher scores than the control group in total language ability and phonology. Home visiting teachers highly praised the effectiveness of the program as the children showed a higher level of interest and attention. SNU-LPMFC was shown to be an effective program to improve multicultural family children's literacy. Implications for research and practice were discussed along with the main results of this study. This study extends the limitations of existing language education programs with uniform teaching methods, configured a customized education approach for children from multicultural families and helps develop concrete teaching material that validated its effectiveness.

• Research in Community and Public Health Nursing
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• v.26 no.3
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• pp.199-208
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• 2015

Purpose: This study was conducted to analyze the association between health literacy and health behavior and the effect of health literacy on health behavior in late school-age children. Methods: Data were obtained from 333 participants who were $5^{th}$ and $6^{th}$-grade students sampled from 8 elementary schools in Busan. Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen) and Newest Vital Sign (NVS) was used for assessing linguistic and functional health literacy, and the health promotion behavior score was measured for health behavior. Results: The percentage of those with limited linguistic and functional health literacy was high (47.1%, 56.8%). Linguistic health literacy (r=.38, p<.001) and functional health literacy (r=.11, p=.048) had a correlation with health behavior. Health behavior was significantly associated with perceived health status (${\beta}=1.94$, p<.001), number of times of health education (${\beta}=0.18$, p<.001), academic achievement (p<.001), home literacy environment (${\beta}=0.13$, p=.016), perception of changes after health education (p=.011), and linguistic health literacy (${\beta}=0.23$, p<.001). Conclusion: The results of this study indicate that children with adequate health literacy are more likely to do health behaviors. Therefore, it is important to develop educational strategies to raise children's health literacy level and consequently to induce them to perform more health behaviors in daily life.

• Human Ecology Research
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• v.52 no.2
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• pp.189-198
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• 2014

The purpose of this study was to examine the effects of the We Start center visiting intervention program on the positive changes in the developmental areas and literacy interests of young children from low-income families. The subjects were 195 young children (109 in the experimental group, M=71.7 months; 86 in the control group, M=73.3 months) living in We Start areas (Ansan, Gwangmyeong, and Suwon cities) of Gyeonggi-do. The We Start center visiting intervention programs were conducted for 30-34 weeks in each city, and pre-tests and post-tests were conducted before and after the intervention programs. The instruments used were the developmental checklist and the literacy interests test The developmental checklist consisted of 7 domains (personality & sociality; language, reading, & writing; scientific thinking; mathematical thinking; arts; social learning; and physical development). The literacy interests test consisted of 2 factors (interest in literacy and interaction during activity). The scores on the developmental checklist showed positive changes in several domains (personality & social development; language, reading, & writing ability; scientific thinking; and social learning), but not in mathematical thinking, arts, and physical development. Second, the results of the literacy interests test showed positive effects on interaction during activity and the total score. In conclusion, the We Start center visiting program for young children from low-income families is an effective early intervention program to end the intergenerational transference of poverty in Korea.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.969-980
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• 2014

This paper reports on a study that examined the longitudinal and concurrent effects of the home literacy environment(HLE) on first grade language performance, and the effect of language performance on school adjustment. Study subjects were 469 first graders of 6 elementary schools. The parents' and teacher's reports were used to investigate the subjects' language performance, school adjustment, and the HLE before and after the elementary school entry. Findings from the study show that there is an association between the HLE during the preschool period and the HLE in first grade, and the HLE in first grade positively affects children's language performance. Also the children's language performance had a positive influence on their school adjustment. Therefore, it can be concluded that the HLE during the preschool period is a significant feature that lingers to affect children's language performance and school adjustment.