• 음성과학
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• 제15권3호
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• pp.117-131
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• 2008

The purpose of this study was to determine the effects of whole language approach on the development of language abilities and story structure concepts for hearing impaired children. For this end, two research questions have been established. First, what is the effect of whole language program using story books on hearing impaired children’s language abilities? Second, what is the effect of whole language program using story books on hearing impaired children's story structure concept? Three subjects participated in the study. Each subject was scheduled for a 40-minute session two times a week. Subjects received 36 sessions of use animation activities for 3 months. The study used a multiple baseline across the subjects. The followings were the findings of this study. First, the whole language program using story books improved hearing impaired children's language abilities. Second, the whole language program using story books improved hearing impaired children's story structure concept.

• Human Ecology Research
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• 제51권4호
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• pp.395-401
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• 2013

The purpose of this study is to investigate the moderating effects of language abilities associated with between emotionality, attention deficit hyperactivity disorder (ADHD) and peer play interactions. Two hundred fifty-two participants were 3 year olds, with 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyunggi province and Incheon city. Peer play interaction was assessed by the Penn Interactive Peer Play Scale (PIPPS). Emotionality was measured by Child Behavior Questionnaire (CBQ). ADHD was assessed by teacher ratings of ADHD syndrome. Language abilities were measured by Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI). Teachers completed questionnaires to assess peer play interactions, emotionality, ADHD. The results revealed that language abilities moderated relationships between emotionality and play in isolation. The magnitude of associations between emotionality and play in isolation was greater for high levels of language abilities. Moreover, there were moderating effects of language abilities associated between ADHD and play disruptions. Although ADHD was significantly associated with play disruptions, the association was stronger at the higher levels than the low levels of language abilities. It can be deduced that language abilities of 3 year old children affects the protection factor between emotionality and peer play isolation; whilst, it affects the risk factor on peer play disruptions and ADHD propensity.

• 아동학회지
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• 제31권3호
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

• 아동학회지
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• 제31권4호
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• pp.61-74
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• 2010

The present study sought to examine parent-child relational factors associated with young child's language abilities according to socioeconomic status. To do so, the survey responses of 2,269 parents of 0- to 5- year-olds, taken from research on the Actual Condition of Korean Children and Youth were analyzed. The results were as follows : (1) Low-income families had significantly fewer toys related to literacy than middle and upper-income families. (2) There were fewer instances of parent-child play interactions as well as lower scores of parenting styles and beliefs in low-income families than in middle and upper-income families. (3) Although there was no difference in terms of language abilities from 0- to 1-year-old children according to socioeconomic status, 2-, 3-, 4- and 5-year-old children from low-income families exhibited significantly lower language scores than children from middle- and upper-income families. (4) Toys related to literacy and parent-child relational factors were positively related to children's language abilities. (5) It can be further argued that toys related to literacy and parent-child relational factors clearly predict children's language abilities.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제4권4호
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• pp.595-617
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• 2010

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner's cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

• 한국보육지원학회지
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• 제6권1호
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• pp.67-93
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• 2010

본 연구는 영아 기질, 어머니 양육행동, 교사-상호작용과 영아의 언어능력 간의 관계를 알아보고, 이들 변인이 영아의 언어능력을 예측해 주는 정도와 설명력에 대해 분석해 보고자 하였다. 이를 위해 25~36개윌 미만 영아 206명, 그들의 어머니, 교사를 대상으로 영아의 언어능력과 영아의 기질, 어머니 양육행동, 교사의 상호작용 행동을 알아보았으며, 수집된 자료는 SPSS 프로그램을 이용하여 상관분석과 중다회귀분석을 실시하였다. 연구결과 첫째, 어머니 양육행동, 교사의 상호작용은 영아의 언어능력과 통계적으로 유의미한 관계가 있는 것으로 나타났다. 영아의 기질은 하위변인인 활동성, 적응성, 반응강도에서만 상관관계를 보였다. 둘째, 영아의 언어능력에 대한 기질, 양육행동, 교사의 상호작용 행동의 상대적 설명력의 크기를 살펴본 결과, 교사의 상호작용 행동의 하위변인인 적극적인 활동참여가 가장 많은 설명력을 갖는 것으로 나타났으며, 그 다음으로는 영아 기질의 하위변인인 반응강도와 어머니 양육행동 하위변인인 합리적 지도 순으로 유의미한 설명력을 갖는 것으로 나타났다.

• 아동학회지
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• 제22권2호
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• pp.291-300
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• 2001

This study investigated the effects of shared writing strategies within a whole language approach on children's writing behaviors and abilities. The subjects were thirty-six 5-to 6-year-old kindergarten children, 18 each in the experimental and control groups. The results indicated a significant increase in frequency of spontaneous writing, quantity of writing, and quality of writing in the experimental group compared with the control group. The educational implications for kindergarten teachers are that teachers need to integrate shared writing strategies into teacher-initiated activities and use various strategies of whole language to improve literacy learning for children.

• 아동학회지
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• 제31권1호
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• pp.65-82
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• 2010

This study investigated the longitudinal effects of family risk factors, parent-child relationships, and language abilities of children in low-income families in terms of both school adjustment and academic performance. The subjects were 176 children aged 5 to 7 and their mothers. They participated in follow up studies over the next 3 years. The children were tested using the Wechsler Intelligence Scales and language tests; and classroom teachers rated their levels of both school adjustment and academic performance. Mothers reported parent-child relationships, maternal depression, and family economic resources. Data were analyzed using Pearson's correlation, and structural equation modeling (SEM). Our results indicated that there were direct effects of language abilities, and indirect effects of parent-child relationships and maternal depression upon children's school adjustment and academic performance. It was also revealed that language abilities had a mediating effect between parent-child relationship and school adjustment/ academic performance.

• 아동학회지
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• 제21권1호
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• pp.235-252
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• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• 아동학회지
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• 제21권4호
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• pp.259-274
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• 2000

The subjects of this study on the effects of teacher intervention in sociodramatic plays were 54 five-year-old children from 2 public kindergartens in C city. Socioeconomic stasus and, aside from teacher interventions, educational procedures were the same for both the experimental group(28 subjects) and the control (26 subjects) groups in both schools. Instruments were the Social Play Rating Scale(Smilansky & Shefatya, 1990), Social Situations Measure(McGinnis & Goldstein, 1990), and Language Ability Test(Chang, 1981). Procedures included pretest, 14 weeks treatments and post-test. Data were analyzed by t-test. Results indicated significant differences in social play levels between the experimental and control groups, (b) including differences in such general social skills as emotional control and relationships with others. There were also differences in language ability, including such subordinates as language understanding and expressive abilities.