유아의 환경인쇄물 읽기 능력과 음운론적 인식능력 간의 관계 = The Relationship Between Children’s Reading Ability of Environmental Print and Phonological Awareness

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the differences in children's reading abilitiesof environmental print and phonological awareness by children's age and the relationshipbetween children's reading abilities of environmental print and phonological awareness.
The subjects were 90 children, 3 to 4 years of age. The Children's Reading Abilities ofEnvironmental Print Scale (CRAEPS) developed by Son (2012) and PhonologicalAwareness Scale (PAS) revised by Choi (2007) were used to measure children's readingability of environmental prints and phonological awareness. The results of this studywere as follows: Firstly, 4-year-olds performed significantly better than 3-year-olds onthe environmental print reading tasks. Also, 4 year-olds scored significantly higher than3-year-olds in syllable counting, syllable deletion, and phoneme substitution. Secondly,children’s scores on the environmental print reading tasks were positively correlated withphonological awareness. In other words, the 3-year-olds who could read environmentalprints better got higher scores in syllable counting and the 4-year-olds who could readenvironmental prints better got higher scores in syllable counting, syllable deletion, andphoneme substitution.

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