Journal of Families and Better Life (가정과삶의질연구)

Korean Home Management Association (가정과삶의질학회)
권호 표지

The Effects of Alphabet Knowledge on Korean Kindergarteners' Reading of Hangul Words

한글 자음과 모음에 대한 유아의 지식이 단어 읽기에 미치는 영향

  • Choi, Na-Ya (Dept. of Child Development & Family Studies, Seoul Nat'l Univ.) ;
  • Yi, Soon-Hyung (Dept. of Child Development & Family Studies, Seoul Nat'l Univ.)
  • 최나야 (서울대학교 아동가족학과) ;
  • 이순형 (서울대학교 아동가족학과 생활과학연구소)
  • Published : 2007.06.29
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate the causal relationship of kindergarteners' alphabet knowledge to their ability to read words, in connection with the features of the Korean alphabet 'Hangul'. A total of 289 children aged four to six from three kindergartens in Busan participated in the study. The main results are as follows. To begin with, the participants showed continuous development in the knowledge of consonant names, vowel sounds, the vowel stroke-adding principle, and the alphabet composition principle. Meanwhile, discontinuous development was found in the knowledge of consonant sounds and the consonant stroke-adding principle, which indicated that kindergartners could show differential speed in various sub-skills of literacy development. The kindergartners' naming of consonants developed before their recall of consonant sounds, and the knowledge of consonant sounds had an effect on the knowledge of vowel sounds. Children had difficulty in treating more complicated letters of the alphabet stroke-adding principle test, and eve syllables of the alphabet composition principle test. Most importantly, the children's alphabet knowledge was strongly related to their ability to read words written in Hangul, as kindergarteners with a greater knowledge of alphabet names, sounds, and principles were shown to read words better.

Keywords

References

  1. 권수정 . 최보라(2002). 비계설정된 쓰기 기법이 유아의 쓰기 능력에 미치는 영향. 열린유아교육연구, 7(2), 39-62
  2. 권오식 . 윤혜경(1996). 4, 5세 아동의 읽기발달에 관한 연구 아동. 가족복지 연구, 1, 1-26
  3. 권오식 . 윤혜경 . 이도헌(2001). 한글 읽기 발달의 이론과 그 응용. 한국심리학회지: 일반, 20(1), 211-227
  4. 김선옥(2005). 유아의 읽기에 영향을 미치는 변인 연구: 단기 종단적 접근. 유아교육연구, 25(1), 129-146
  5. 김정수(1990) 한글의 역사와 미래. 서울: 열화당
  6. 김현자 . 조중열(2001) 학령전 아동에서 음운인식, 시각지각 및 한글 읽기와의 관계. 한국심리학회지 : 발달, 14(2), 15-28
  7. 김혜련(1998). 유치원 아동을 위한 읽기 준비 프로그램의 효과에 관한 연구, 아동학회지, 7(1), 73-84
  8. 박권생(1993). 한글 단어 재인에 관여하는 정신 과정. 한국 심리학회지: 실험 및 인지, 5, 40-55
  9. 신문희 . 정미경(1994). 4, 5세 유아를 위한 읽기지도 방법에 관한 연구, 유아교육연구, 14(2), 21-39
  10. 연세대 한국어 편찬실(1991). 한글 음절빈도순 목록. 서울연세대학교 출판부
  11. 윤혜경(1997a). 아동의 한글 읽기 발달에 관한 연구: 자소-음소 대응 규칙의 터득을 중심으로. 부산대학교 박사 학위 논문
  12. 윤혜경(1997b). 한글 읽기에서 '글자 읽기' 단계에 관한 연구. 인간발달연구, 4(1), 66-74
  13. 윤혜경 (2001). 한글 해호화 과정의 특성. 인간발달연구, 8(1), 27-40
  14. 윤혜경 . 권오식(1994). 한글의 음운부호화가 한글 지각에 미치는 효과에 관한 발달적 연구. 한국심리학회지: 발달, 7(1), 151-163
  15. 윤혜경 . 권오식 . 안신호(1995). 한글 터득에 관여하는 글자 특성에 관한 연구. 부산대학교 사회과학논총, 14(22), 111-129
  16. 이문옥(1997). 5세 아동과 1학년 아동의 읽기 . 쓰기 발달과 가정 문해환경의 상관관계 연구. 교육학연구, 35(3), 263-281
  17. 이문옥(2003). 유아 읽기 지도에 관한 이론적 고찰. 열린유아 교육연구, 8(2), 201-220
  18. 이문정 (2004). 한글의 문자 특성에 적합한 유아 읽기, 쓰기 교육. 미래유아교육학회지, 11(1), 169-192
  19. 이익섭(1992). 국어표기법 연구. 서울: 서울대학교출판부
  20. 이익섭(2000). 국어학 개설. 서울: 학연사
  21. 이차숙(1999a). 유아의 음운인식과 원기 능력과의 관계에 관한 연구. 교육학연구, 37(1), 389-406
  22. 이차숙(1999b). 읽기 과정에서 단어 재인의 역할에 대한 이해. 유아교육연구, 19(1), 133-150
  23. 이차숙(2000). 초기 읽기의 지도의 개념적 모형. 유아교육연구, 20(1), 5-25
  24. 이차숙(2003). 한글의 특성에 따른 한글해독지도방법 탐색. 유아 교육연구, 23(1), 5-24
  25. 조규영 . 진영선(1991). 회전된 한글 단어 읽기에서 음절의 수 및 시각의 효과. 한국심리학회지: 실험 및 인지, 3, 63-75
  26. 최나야(2007). 자모 지식, 음운론적 인식 및 처리능력이 유아의 한글 단어 읽기에 미치는 영향. 서울대학교 박사학위 논문
  27. Adams, M. J.(1990). Beginning to read: Thinking and print. Cambridge, M.A.: MIT Press
  28. Adams, M. J.(1994). Beginning to read: Thinking anad learning about print. Cambridge, M.A.: MIT Press
  29. Australian Centre for Social Innovations: ACSION(2002). The 'Great Letters' of the Korean writing system. 인터넷자료. http://hmre.virnet.net.au/~ozideas/writkor.htm
  30. Badian, N. A.(2000). Do preschool orthographic skills contribute to prevention of reading? In N. Badian (Ed.), Predivtion and prevention of reading failure(pp. 31-56). Timonium, M.D.: York Press
  31. Barron, R. W., Golden, J. O., Seldon, D. M., Tait, C. F., Mrrmurek, H. H. C. & Haines, L. C.(1992). Teaching preparing skills with a talking computer: Letter-sound knowledge and print feedback facilitate nonreaders' phonological awareness training. Reading and Writing: An Interdisciplinary Journal, 4, 79-204 https://doi.org/10.1007/BF01027073
  32. Bloodgood, J. W.(1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34(3), 342-367 https://doi.org/10.1598/RRQ.34.3.5
  33. Burghess, S. R. & Lonigan, C. J.(1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117-141 https://doi.org/10.1006/jecp.1998.2450
  34. Byrne, B.(l998). The foundation of literacy: The child's acquisition of the alphabetic principle. Hove, UK: Psychology Press
  35. Chard, D. J., Simmons, D. C & Kameenui, E. J.(1998). Word recognition: Instuctional and curricular basics and implications. In D. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 141-167). Mahwah, N.J.: Erlbaum
  36. Cho, J. & McBride-Chang, C.(2005). Correlates of Korean Hangul acquisition among kindergarteners and second graders. Scientific Studies of Reading, 9(1), 3-16 https://doi.org/10.1207/s1532799xssr0901_2
  37. Choi, N.(2005, June). Predictors of Korean preschoolers' words and sentences reading. Paper presented at the 12th Annual Meeting of SSSR(Society for the Scientific Study of Reading). Toronto, ON
  38. Daneman, M.(1991). Individual differences in reading skills. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, (Vol.2, pp. 512-538). NY: Longman
  39. Dodd, B. & Carr, A. (2003). Young children's letter-sound knowledge. Language, Speech & Hearing Services in Schools, 34(2), 128-137 https://doi.org/10.1044/0161-1461(2003/011)
  40. Duncan, L. & Seymour, P.(2000). Socio-economic differences in foundation-level literacy. British Journal of Psychology, 91, 145-166 https://doi.org/10.1348/000712600161736
  41. Edelski, C., Altwerger, B. & Flores, B.(l991). Whole language: What's the differences? Pottsmouth, NH: Heinemann
  42. Ehri, L.(1983). A critique of five studies related to letter name knowledge and learning to read. In L. Gentile, M. Kamil, & J. Blanchard(Eds.), Reading research revisited(pp. 47-63). Columbus, OH: Merill
  43. Ehri, L.(1991). Learning to read and spell words. In L. Rieben & C. A Perfetti(Eds.), Learning to read: Basic research and its implications(pp. 105-120). Hillisdale, N.J.: Erlbaum
  44. Fletcher, J. M & Lyon, G R(2002). Reading: A research-based approach. Palo Alto, Calif: Hoover-Institute
  45. Frith, U.(1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall & M Coltheart(Eds.), Surface dyslexia. Hillsdale, N.J.: Erlbaum
  46. Harris, M. & Hatano, G.(Eds. 1999). Learning to read and write: A cross-linguistic perspective. N.Y.: Cambridge University Press
  47. Hecht, S., Burgess, S., Torgesen, J., Wagner, R. & Rashotte, C. (2000). Explaining social class differences in growth of readig skills from beginning kindergarten through forth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and writing: An Interdisplinary Journal, 12, 99-127 https://doi.org/10.1023/A:1008033824385
  48. Juel, C.(1991). Beginning Reading. In R. Baarr, M. Kamil, P. Mosenthal & P. D. Pearson(Eds.), Handbook of reading research, Vol. II(pp. 759-788). NY: Longman
  49. Kaminsky, R. A. & Good, R. H.(1996). Towards a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227
  50. Lamme, L. L. & Childers, N.(1983). The composing processes of three young children. Research in the Teaching of English, 17, 33-50
  51. Lovett, M. W. Warren-Chaplin, P. M., Ransby, M. J. & Borden, S. L.(1990). Training the word recognition skills of reading disabled children: Treatment and transfer effects. Journal of Educational Psychology, 82, 769-780 https://doi.org/10.1037/0022-0663.82.4.769
  52. Mann, V. A. (1984). Longitudinal prediction and prevention of early reading difficulty. Annals of Dyslexia, 34, 117-136 https://doi.org/10.1007/BF02663616
  53. Mann, V. A. & Foy, J. G.(2003). Speech development, perception, and production; Components of reading; Defining mathematics learning disability. - Phonological awareness, speech development, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173 https://doi.org/10.1007/s11881-003-0008-2
  54. McGee, L. M & Richgels, D. J.(1989). 'K is Kristen's': Learning the alphabet from a child's perspectives. The Reading Teacher, 43(3), 216-225
  55. Morris, D., Bloodgood, J. & Perney, J.(2003). Kindergarten predictors of first- and seconf-grade reading achievement. The Elementary School Journal, 104(2), 93-109 https://doi.org/10.1086/499744
  56. National Institute of auld Health and Human Development(2001). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instructions. http://www.nichd.nih.gov/publications/nrp/report.pdf
  57. Oudeans, M. K.(2003). Integration of letter-sound correspondence and phonological awareness skills of blending and segmenting: A pilot study examining the effects of instructional sequence on word reading for kindergarten children with low phonological awareness. Learning Disability, 26(4), 258-280 https://doi.org/10.2307/1593638
  58. Read, C. A, Zhang, Y., Nie, H. & Ding, B.(1986). The ability to manipulate speech sounds depends on knowing the alphabetic reading. Cognition, 24, 31-44 https://doi.org/10.1016/0010-0277(86)90003-X
  59. Sampson, G. (1990). Writing system
  60. 신상순 역(2000). 세계의 문자 체계. 서울: 한국문화사
  61. Storch, S. & Whitehurst, G.(2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947 https://doi.org/10.1037/0012-1649.38.6.934
  62. Taylor, I. & Taylor, M(1995). Writing and literacy in Chinese, Korean, and Japanese. Amsterdam: Benjamins
  63. Torgesen, L. Wagner, R. & Rashotte, C.(1997). The prevention and remedation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234 https://doi.org/10.1207/s1532799xssr0103_3
  64. Treiman, R.(1993). Beginning to spell: A study of first-grade children. NY: Oxford University Press
  65. Treirran, R. & Broderick, V. (1998). What's in a name: Children's knowledge about the letters in their own name. Journal of Experimental Child Psychology, 70, 97-116 https://doi.org/10.1006/jecp.1998.2448
  66. Treirran, R., Tmcoff, R., Rodriguez, K., Mouzaki, A. & Francis, D. J.(1998). The foundations of literacy: Learning the sound of letters. Child Development, 69(6), 1524-1540 https://doi.org/10.1111/j.1467-8624.1998.tb06175.x
  67. Walsh, D. L. Price, G. G. & Gillingham, M. G.(1988). The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108-122 https://doi.org/10.2307/747907
  68. Welsch, J. G., Sullivan, A & Justice, L.(2003). That's my letter!: What preschoolers' name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research, 35(2), 757-776 https://doi.org/10.1207/s15548430jlr3502_4
  69. Worden, P. E. & Boettcher, W.(1990). Young children's acquisition of alphabet knowledge. Journal of Reading Behavior, 22, 277-295 https://doi.org/10.1080/10862969009547711
  70. Yoon, H. K., Bolger, D. J., Kwon, O. S. & Perfetti, C. A. (2002). Subsyllabic units in reading: A difference between Korean and English. In L. Verhoeven, C. Elbro, & P. Reitsma(Eds.), Precursors of functional literacy(pp. 139-164). Amsterdam: Benjamins