• 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.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.911-919
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• 2022

In this paper, we analyzed to find out the effects of phonological awareness game using teacher assisted robot on 5-year-old children's reading ability and reading interest. A total of 30 5-year-old children were equally divided into two groups: the experimental group and the control group. The experimental group conducted a total of 16 game activities using an educational robot twice a week for three weeks, the control group conducted the same 16 game activities without the robot during the same period. The results are as follows. Firstly, the experimental group was better in reading ability than that of the control group, especially total scores, word meaning, omission, and replacement. Secondly, the experimental group showed more interest in reading than the control group. From these findings, it can be suggested that phonological awareness games using the educational robot lay foundation to developing and enhancing on 5-year-old children's reading abilities and interest in reading.

• Journal of Digital Convergence
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• v.17 no.6
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• pp.433-438
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• 2019

This study investigated the effects of young children's emotional reading ability on prosocial behavior. The participants in this study were 192 young children's. From December 17, December 27, 2018, after conducting a survey on emotional reading ability and prosocial behavior of infants, the data was analyzed using the SPSS WIN 22.0 program for pearson correlation analysis and regression analysis. The results of the analysis suggest the following: First, there were significant relationships between young children's emotional reading ability and prosocial Behavior. Second, young children's emotional reading ability affected prosocial behavior. In conclusion, this study is believed to be the basis for the development of programs to improve emotional reading ability and promote prosocial behavior.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.39-53
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• 2005

The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.215-235
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• 2015

This study examined the differences in young children's reading results to two types of picture books, focusing on the features of pop-up books. Children's reading time, interests, responsiveness, comprehension, and recall were compared for pop-up books and regular books with the same story. The results of this study were as follows. First, young children showed similarly high interests in both versions. Second, children from the pop-up books group read for a longer time, and showed a higher responsiveness level in focusing on the illustrations than their counterparts. Third, children who read regular books displayed better comprehension and recall than children who read pop-up books.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.107-127
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• 2013

The purpose of this study was to investigate the differences in children's reading abilities of environmental print and phonological awareness by children's age and the relationship between children's reading abilities of environmental print and phonological awareness. The subjects were 90 children, 3 to 4 years of age. The Children's Reading Abilities of Environmental Print Scale (CRAEPS) developed by Son (2012) and Phonological Awareness Scale (PAS) revised by Choi (2007) were used to measure children's reading ability of environmental prints and phonological awareness. The results of this study were as follows: Firstly, 4-year-olds performed significantly better than 3-year-olds on the environmental print reading tasks. Also, 4 year-olds scored significantly higher than 3-year-olds in syllable counting, syllable deletion, and phoneme substitution. Secondly, children's scores on the environmental print reading tasks were positively correlated with phonological awareness. In other words, the 3-year-olds who could read environmental prints better got higher scores in syllable counting and the 4-year-olds who could read environmental prints better got higher scores in syllable counting, syllable deletion, and phoneme substitution.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.5-28
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• 2012

This study was aimed to compare teacher's and mother's literacy beliefs, perception of picture books, and frequency of reading activities, and examine how these variables affect the interaction for reading picture books with preschoolers. The results of the survey from 120 teachers and 168 mothers who have 5-year-olds in Gyeonggi-do and Incheon-si are as follows. Teachers' literacy beliefs were closer to whole language beliefs than were mothers'. Teachers and mothers both fully realized the importance of reading aloud picture books to children with no difference between each other. The level of teachers was higher than mothers' in terms of pleasure of reading picture books. Mothers thought that it is important to reflect on preschoolers' development level, individual conditions, and daily lives when choosing picture books. On the other hand, teachers believed that the popularity of the book is more important. Overall, teachers perceived more benefits of reading picture books than mothers. Mothers reported more extensive interaction when reading books with preschoolers than teachers, while teachers spent more time on reading activities with preschoolers than mothers. Teachers' and mothers' frequency of reading activities and perception about the benefits of reading picture books had effects on their interaction for reading picture books with preschoolers.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.113-124
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• 2006

Korean children reading Hangul was studied in children between 2 and 5 years of age. Subjects were 400 young children in each age group from kindergartens or day care centers in 6 cities of Jeon-buk Province. Teachers used a checklist based on Lee, Cha-Suk(2003) to assess children's reading ability. Data were analyzed by frequency, percentage, and $x^2$ using SPSS 10.0 program. Results showed age differences in young children's reading of Hangul. Developmental levels consisted of looking at pictures because of absence of linguistic awareness about words, skipping pages of text without pictures, pronouncing phonemes, being aware of phonemes and of the difference between pictures and print, and knowing that the same phonemes can be applied to different words.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.157-185
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• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.157-170
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• 2019

Objective: The purpose of the study was to investigate the current status of early childhood teachers' picture book reading activities and their knowledge and utilization of the picture book peritexts. Methods: The subjects were 276 early childhood teachers in Seoul metropolitan area. The survey was conducted to investigate early childhood teachers' current status of picture book reading activities as well as their knowledge and utilization of picture book peritexts. The collected data were analyzed using SPSS Statistics 21.0 program to analyze descriptive statistics such as frequency and percentage. Results: As results, most early childhood teachers recognized that reading picture books to young children was very important and responded that the purpose of reading picture books was to develop children's imagination and creativity. In terms of early childhood teachers' knowledge on 12 peritexts, some peritexts such as 'title', 'cover' and 'title page' were recognized at high level but other peritexts such as typography and layout were at low level. In addition, early childhood teachers' utilization level of peritexts were shown as relatively low compared to their knowledge level. Conclusion/Implications: The study results imply that early childhood teachers need to be informed of the concepts of picture book peritexts and encouraged to utilize peritexts while reading picture books to young children.