Effects on Literacy Development of Teacher-Child Discussion about the Contents of Storybooks

동화 내용에 대한 교사와 유아의 토의활동이 유아의 문해발달에 미치는 효과

This study investigated the effect on children's literacy of teacher-child discussion about the contents of storybooks. The subjects were 10 experimental and 10 control 5-year-old kindergarten children in Cheongju. The experimental design was the Split Plot design. The research instruments used for pre- and post-tests were the Vocabulary Decoding Competence Test(Lee, 1998), Writing Competence Test(Lee & Lee, 1990), Story Comprehension Competence Test(Lee, 1998; Morrow, 1990), and the Emergent Reading Ability Judgements for Favorite Storybooks(Sulzby, 1985). Data were analyzed by ANOVA with repeated measures. Results showed that the teacher-child discussions about the contents of storybooks were effective for improving children's competence in decoding vocabulary, writing, and story comprehension but not for improving emergent reading ability.