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This study investigated the effect on children`s literacy of teacher-child discussion about the contents of storybooks. The subjects were 10 experimental and 10 control 5-year-old kindergarten children in Cheongju. The experimental design was the Spli...
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RISS 인기검색어
https://www.riss.kr/link?id=A102953662
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
2001
-
작성언어
Korean
-
KDC
598
-
등재정보
KCI우수등재
-
자료형태
학술저널
- 발행기관 URL
-
수록면
163-175(13쪽)
- 제공처
- 소장기관
-
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다국어 초록 (Multilingual Abstract)
This study investigated the effect on children`s literacy of teacher-child discussion about the contents of storybooks. The subjects were 10 experimental and 10 control 5-year-old kindergarten children in Cheongju. The experimental design was the Split Plot design. The research instruments used for pre- and post-tests were the Vocabulary Decoding Competence Test(Lee, 1998), Writing Competence Test(Lee & Lee, 1990), Story Comprehension Competence Test(Lee, 1998; Morrow, 1990), and the Emergent Reading Ability Judgements for Favorite Storybooks(Sulzby, 1985). Data were analyzed by ANOVA with repeated measures. Results showed that the teacher-child discussions about the contents of storybooks were effective for improving children`s competence in decoding vocabulary, writing, and story comprehension but not for improving emergent reading ability.
This study investigated the effect on children`s literacy of teacher-child discussion about the contents of storybooks. The subjects were 10 experimental and 10 control 5-year-old kindergarten children in Cheongju. The experimental design was the Split Plot design. The research instruments used for pre- and post-tests were the Vocabulary Decoding Competence Test(Lee, 1998), Writing Competence Test(Lee & Lee, 1990), Story Comprehension Competence Test(Lee, 1998; Morrow, 1990), and the Emergent Reading Ability Judgements for Favorite Storybooks(Sulzby, 1985). Data were analyzed by ANOVA with repeated measures. Results showed that the teacher-child discussions about the contents of storybooks were effective for improving children`s competence in decoding vocabulary, writing, and story comprehension but not for improving emergent reading ability.
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