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The Differences in Children's Reading Abilities of Environmental Print according to Children's Age and Types of Parental Literacy Interaction

유아의 연령과 부모 문해 상호작용 유형에 따른 유아의 환경인쇄물 읽기능력의 차이

  • 손승희 (한남대학교 아동복지학과) ;
  • 김명순 (연세대학교 아동가족학과)
  • Received : 2012.06.30
  • Accepted : 2012.10.05
  • Published : 2012.10.31

Abstract

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.

Keywords

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