• Title/Summary/Keyword: 유아의 환경인쇄물 읽기능력

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The Relationship between Children's Reading Ability of Environmental Print, Vocabulary and Print Concepts (유아의 환경인쇄물 읽기능력과 어휘력 및 인쇄물 개념 간의 관계)

  • Lee, Shin Hee;Kim, Myung Soon;Son, Seung Hee
    • Korean Journal of Child Studies
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    • v.34 no.3
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    • pp.75-92
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    • 2013
  • This study investigated the differences and relationships between environmental print reading ability, vocabulary, and print concepts of children at ages 3 and 4. The subjects comprised 90 children, who could not read letters. The Children's Reading Ability of Environmental Print Scale(Son, 2012), Receptive and Expressive Vocabulary Test(Kim et al., 2009) and Concepts About Print(Kim & Kim, 2004) were used in this study. The collected data were analyzed using t-test and Pearson's correlations. The results of this study were as follows; in terms of Illiterate Korean children, aged 3 to 4 years, their scores on the environmental print reading tasks were positively correlated with vocabulary and print concepts.

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)

  • Son, Seung Hee;Kim, Myung Soon
    • Korean Journal of Child Studies
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    • v.33 no.5
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    • pp.181-200
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    • 2012
  • 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.

The Relationship Between Children's Reading Ability of Environmental Print and Phonological Awareness (유아의 환경인쇄물 읽기 능력과 음운론적 인식 능력 간의 관계)

  • Kim, Hyo Jin;Son, Seung Hee;Rha, Jong Hae
    • 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.