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아동학, 유아교육 전공 대학생의 읽기 실태에 관한 조사연구
박찬화 ( Chan Hwa Park ),김길숙 ( Gil Sook Kim ) 대한가정학회 2011 Family and Environment Research Vol.49 No.2
The purpose of this study was to investigate the reading habits, reading patterns and reading motivation of 362 college students from the capital area majoring in child development or early childhood education. The main findings of this study were as follows. Firstly, 70 percent of students spent less than three hours a week on reading academic or school-related material, and 75 percent spent less than three hours a week on independent or recreational reading. Students most preferred reading the "cultural" genre and least preferred reading the "human life(spiritual)" genre. The "cultural" and the "human life(spiritual)" genres also represented the most and least frequently read genres, respectively. Secondly, students presented high-level reading patterns, in that they previewed the reading material before reading, understood the meaning of it during reading, and shared their reading experience with others after reading. Thirdly, the average reading motivation levels scored near the midpoint on a five-point scale. Fourthly, students with higher reading motivation levels displayed higher reading frequencies and preference levels for each genre, with the exception of the "fiction and humor" genre. Moreover, students with higher levels of reading motivation received higher ratings for their reading patterns.
유아기 자녀를 둔 어머니의 읽기동기가 가정문해환경에 미치는 영향
박찬화 ( Chan Hwa Park ),김길숙 ( Gil Sook Kim ) 대한가정학회 2015 Human Ecology Research(HER) Vol.53 No.2
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.
박찬화(Chan Hwa Park),김명순(Myung Soon Kim) 한국아동학회 2009 아동학회지 Vol.30 No.1
The purpose of this study was to verify the validity and reliability for the Test of Oral Reading and Comprehension Skill (Gardner, 2000) for Korean lower level elementary school children. Subjects were 122 first to third grade students, tested individually. The vocabulary and comprehension sub-tests of K-WISC III and the reading comprehension test of Basic Academic Skills Assessment (Kim, 2000) were used to verify concurrent validity. Internal reliability was determined by internal consistency coefficients. Results verified concurrent validity. Test scores differed significantly by grade level. Test reliability was also confirmed. In conclusion, the Oral Reading and Comprehension Skill Test (Gardner, 2000) is reliable and valid for examination of reading comprehension skills for Korean lower level elementary school children.
모 - 자 (母 - 子) 상호작용에 있어서 아동의 자기 - 조정에 관한 연구
박찬화(Chan Hwa Park) 한국아동학회 1987 兒童學會誌 Vol.8 No.1
The purpose of the present research was to study the self-regulation of the child during mother child interaction. That is, this study focused on how mothers regulated children`s problem solving efforts before children began to function as independent agents capable of self-regulation. The emphasis was on the regulation-by-others that preceded self-regulation. The subjects of this study were 30 mother-child dyads. The dyads were divided into 3 groups of 10 dyads each on the basis of the child`s age(2, 3, and 4 years of age). The instrument used for this study was the truck puzzle devised by Wertsch, McNamee, McLane and Budwig (1980). The problem solving task in this study required the dyad to make a puzzle in accordance with the model puzzle. The interaction of 30 mother-child dyads was observed and analyzed for verbal and non-verbal behavior used by the mother to regulate the child`s behavior. One-way ANOVA, Scheffe′ post hoc comparision and Spearman`s rank-difference correlation were used for the statistical analysis of the data. The results revealed that there were significant age trends in regulation-by-others and self regulation in joint cognitive activity; that is, there were developmental transitions from regulation by-others to self-regulation in connection with crucial strategic behavior (looking at the model). Significant differences were found in mothers` interventions after children`s gaze at the model in joint cognitive activity; that is, the mean proportion of mothers` intervention for the 2-year-old group was the highest and that of the 4-year-old group was the lowest. There were no significant age-related differences in mothers` use of referential perspectives in joint cognitive activity. Children`s regulation-by-others increased and children`s self-regulation decreased in proportion to mothers` use of referential perspectives.