그림책을 이용한 어머니의 언어적 상호작용이 유아의 언어능력과 어머니의 언어유형에 미치는 영향 = The Effects of Parent Education Program for Mothers` Speaking Style through Picture Book Reading on Children`s Reading Ability , Reading Comprehensions

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the effects of parent education program for mother-child oral language interactions through picture book reading on children`s reading ability, reading comprehension, and mothers` speaking style, and to provide new directions and information about parent education for mother-child oral language interactions. Three research questions were established: 1). Are there any differences in children`s reading ability between control group (not in parent education program for mother-child oral language interactions through picture book reading) and experimental group (participated in parent education program for mother-child oral language interactions through picture book reading )? 2). Are there any differences in children`s reading comprehension between control group and experimental group? 3). Are there any differences in mothers` speaking style between control group and experimental group? 24 children of 4 years-old and their mothers in G day care center in Pusan were participated. The range of age was from 4 years 7 months to 5 years 5 months and the average was 4 years 10 months. 12 mother-child dyads were participated in parent education program as an experimental group and 12 mother-child dyads were not participated in the program as a control group. Pre-test and post-test were conducted for data collection before and after 10 weeks of parent education. `Reading Ability Test for children` and `Reading Comprehension Test for children` were used as instruments for quantitative data analysis. `Audiotaped Data Analysis Checklist` was used for qualitative data analysis. To analyze data, t~test and analysis of variance were used using means and standard deviations (SD). Audio-taped data were used for qualitative data analysis. Results of this study shows that children`s reading ability in experimental group whose mothers were participated in parent education program was higher than children`s in control group whose mothers were not participated in parent education program (p<.05). Children`s reading comprehension in experimental group was higher than children`s in experimental group, and this difference was statistically meaningful (p<.05). Mothers` speaking style in the experimental group was more changed that mothers` in the control group. Moreover, qualitative analysis showed that mothers` speaking style after parent education program for mother-child oral language interactions was improved from closed questions, simple questions, and indications to open questions, complicated questions, recognitions, encouragements, and expansions.