• 아동학회지
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• 제34권1호
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• pp.1-20
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• 2013

This study examined the emergent literacy development of children and the effects of the home literacy environment on it. 861 pairs each-consisting of a mother and a child aged from three to six years old were asked to complete the early literacy parent questionnaire (Boudreau, 2005) and the home literacy environment questionnaire (Park & Kim, 2008). The results showed that : (1) girls achieved higher scores than boys in emergent literacy and its subcategories. (2) there were age differences in all of the subcategories of emergent literacy except the categories of 'orientation toward literacy' and 'phonological awareness'. (3) The study revealed that 'reading books' in the home literacy environment was the most contributive variable in predicting emergent literacy after controlling the age and gender followed by 'literacy learning'

• 가정과삶의질연구
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• 제24권5호
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• pp.129-140
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• 2006

This study analyzed mothers' beliefs and practices for children's literacy acquisition by investigating the actual conditions of the literacy environment at home. The aim of this study is to understand what mothers believe about literacy, to recognize that children's literacy development is attained by activities done at home, and to provide basic data about parents' roles and guides for the development of a literacy education program for mothers and literacy development for children. As results of this study will show firstly that the actual conditions of the literacy environment for children at home begin before children are six months old, as most of mothers read to their children 2 or 3 times per week for more than 40-50 minutes. In addition, the study illustrate significant differences in mothers' literacy beliefs and practices according to the age of each child and the mothers educational background. A Third point that will be outlined is the way in which the developmental literacy belief among mothers' beliefs was related to the constructions and practices of mothers literacy environment. finally, the study will look at the influence of developmental literacy belief among mothers beliefs on practices of mothers literacy environments.

• 아동학회지
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• 제28권3호
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• pp.101-113
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• 2007

The present study investigated the print richness of early childhood classrooms and examined differences in classroom literacy environment by teacher demographics. The 117 participants were teachers of kindergartens and daycare centers. They responded to a 33-item questionnaire constructed by Wolfersberger et al.(2004). Questionnaire categories included literacy items pertaining to classroom environment and literacy items pertaining to teacher-student interactions. Major findings were that the classroom literacy environment was usually satisfactory. The age and career of teachers was the predictor of the classroom literacy environment, especially 'providing the classroom with literacy tools' and 'arranging literacy tools in the classroom space'.

• 대한가정학회지
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• 제34권3호
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• 대한가정학회지
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• 제46권9호
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• pp.87-97
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• 2008

This study was conducted to develop the Home Literacy Environment Rating Scale(HLERS) and to analyze its item discrimination, reliability, and validity. The participants of this study were 438 parents whose children were three to five years old. The item discrimination, determined by comparing the highest and lowest group using Chi-square($x^2$) and Cramer's V, was found to be satisfactory. The Cronbach's $\alpha$ for internal consistency reliability was .78. Factor analysis revealed that the structure of the HLERS consisted of three factors: 'reading books,' 'reading behavior and modeling of parents' and 'literacy learning.' The concurrent validity was also identified by correlation between the HLERS and two sub-tests of EC-HOME. In conclusion, these results demonstrated that the Home Literacy Environment Rating Scale is reliable and valid to examine the home literacy environment for Korean families.

• 아동학회지
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• 제31권2호
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• pp.119-133
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• 2010

The purpose of this study was to examine how the home and classroom literacy environment affect preschool children's story comprehension. The subjects were 213 pairs of children (aged 4-5) and their mothers, and 107 classrooms. The Home Literacy Environment Rating Scale (Park & Kim, 2008), Classroom Literacy Environment Observation Scale (Kim, Kim, Im, & Lee, 2008) and the Children's Comprehension Ability Test (Jung & Kim, 2003) were used in this study. The collected data were analyzed by means of two-way ANOVA, partial correlations, Pearson correlations, hierarchical regressions. Our results indicated that preschool children's story comprehension increases when both home and classroom literacy environment are well resourced and supported. In particular, it is essential that parents spend as much time as possible reading books with their children and that teachers provide children with an amply resourced literacy environment together with appropriate activities in class geared towards story comprehension improvement.

• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.39-50
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• 2007

The purpose of this paper is to development of the environment writing workbook to enhance environmental literacy of elementary school student. To achieve the purpose, the concrete paper processes are as follows. First, in order to development of the environment writing workbook to enhance environmental literacy, Writing of Environment Club students did various writing activities as an experiment. The environment writing workbook is developed using the students product feedback. Second, the environment writing workbook was used for the 5th graders in the elementary school for 10 weeks to see how the environment writing workbook would enhance the students' environmental literacy. The results of this paper are as follows. It's application was meaningful in the level of p<.05 in point of view of environmental literacy as a result of the pre-post test in the experiment group, who is one of the 5th grade classes in the elementary school. In conclusion, the environment writing workbook is very effective to enhance the seven parts of environmental literacy out of eleven. It is necessary because the environment writing helps to think of environmental issue deeply, learn about regional environmental problems, establish sound environment sense of value, give the opportunities to participate in activities.

• Human Ecology Research
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• 제53권2호
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• pp.119-130
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• 2015

In this study, we examined the effects of a mother's reading motivation on the home literacy environment. Seven hundred fifty-seven mothers with three to five year old children participated in this study and completed the Adult Motivation for Reading Scale and the Home Literacy Environment Questionnaire. The subcategories of the Adult Motivation for Reading Scale are "reading as part of self," "reading efficacy," "reading for recognition," and "reading to do well in other realms." The Home Literacy Environment Questionnaire has three subcategories, namely reading books, reading behavior and modeling of parents, and literacy learning. The mean, standard deviation, one-way analysis of variance (ANOVA), and hierarchical multiple regression analysis were used to analyze the data. The results showed that (1) the home literacy environment was significantly different depending on the mother's education and family income levels, (2) the mother's reading motivation also differed significantly depending on the mother's education and family income levels, and (3) the mother's reading motivation has a significant explanatory effect on the home literacy environment. In addition, the mothers falling into the reading motivation subcategories of "reading part of self" or "reading to do well in other realms" were found to enrich their home literacy environment. Therefore, this study demonstrates that the mother's reading motivation is an important factor affecting the home literacy environment.

• 아동학회지
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• 제30권5호
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• pp.87-102
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• 2009

This study used path analysis to investigate the effect of home environment on children's linguistic ability. Participants were 230 4- to 5-year-old kindergarten and child care children and their parents located in D city, Gyeongbuk Province. Instruments were the Children's Linguistic Ability Test (Suk Im Lee, 2006), and questionnaires to measure the physical and literacy environment at home and parents' socio-economic status. Results showed that parents' socio-economic status and application of a literacy environment directly caused children's literacy; physical surroundings and an environment of literacy were variables that effected children's literacy indirectly.

• 아동학회지
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• 제33권6호
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• pp.109-131
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• 2012

The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.