유아의 읽기에 영향을 미치는 변인 연구: 단기 종단적 접근 = A Study of Children's Early Reading: A Short-term Longitudinal Approach

국문 초록 (Abstract)

본 연구는 유아의 읽기에 영향을 미치는 변인(음운인식, 음운 부호화, 음운 부호의 인출, 낱자지식)에 관한 단기 종단적 연구로 유아가 성장함에 따라 유아의 읽기에 영향을 미치는 변인의 영향력이 다르게 나타나는지를 알아보기 위한 것이다. 이를 위해 만4세 유아 36명을 대상으로 음운인식, 음운 부호화, 음운 부호의 인출, 낱자 이름 말하기, 글자수-음절수 대웅, 단어 읽기 검사를 실시하고(Time 1) 5개월 후 재검사를 실시하였다(Time 2). 그 결과, Time 1에서 음운인식, 음운 부호화, 음운 부호의 인출, 낱자지식이 단어 읽기와 유의한 상관이 있었으며 단어 읽기 총점에 대하여는 낱자지식만이 영향력을 가졌다. Time 2에서 음운인식, 음운 부호의 인출, 낱자지식만이 단어 읽기와 유의한 상관이 있었으며 단어 읽기 총점에 대하여는 낱자지식과 음운 분호의 인출 순으로 영향력을 가졌다. 또한 Time 2의 단어 읽기 총점에 대하여는 Time 1의 낱자지식과 음운 부호의 인출 순으로 영향력을 갖는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate how the effects of phonological awareness, phonological coding, retrieval of phonological code and letter knowledge on children's early reading abilities would change over a testing period of five months. For this purpose, thirty-six 4-year old children were tested twice for phonological awareness(syllabic deletion, syllabic blending, syllabic discrimination, phonemic deletion, phonemic blending, phonemic discrimination), phonological coding, retrieval of phonological code, letter name knowledge, correspondence between letter number-syllable number and word reading at a five month interval(Time 1 and 2). In Time 1, it was found that phonological awareness, phonological coding, retrieval of phonological code, and letter knowledge significantly correlated with word reading and that only letter knowledge affected the total reading score. In Time 2, it was found that phonological awareness, retrieval of phonological code and letter knowledge significantly correlated with word reading and that the total reading score was most influenced by letter knowledge, followed by retrieval of phonological code. The total word reading score obtained in Time 2 was most affected by the letter knowledge test score from Time 1, followed by retrieval of phonological code from the same test time. The differences and similarities of the magnitude of effects of each variable on early reading abilities are discussed in terms of their application to education.

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