정보그림책을 활용한 교사의 교육적 개입이 유아의 성별 및 연령에 따라 읽기.쓰기 발달에 미치는 효과

다국어 초록 (Multilingual Abstract)

The effect on reading and writing development according to children's gender and ages by using the method of Information Picture Book

(Abstract)
This study was planned to survey on effect of reading and writing ability develop in depend on children's gender also ages an intervertion of teacher for various languages activies for application.

The research proposals set up for this study are as follows:
1. Is there effects on reading and writing development by useing the method Information Picture Book.
1-1) Is there effects on reading and writing development according to children's gender by using the method Information Picture Book.
1-2) Is there effects on reading and writing development according to children's ages by using the method Information Picture Book.

The subject of the reserch was a number of 65 children sampled at a kindergarten in Daegu province; they were devided into two groups: 27



children 4 years old, 38 children 5 years old each was devided half in depend on gender also ages. There was in education intervertion for appliation in 8 information picture book on a group and the other group was appreciated in information picture book. After 8 weeks for application on program, once pre-test and once post-test was gave to proof difference of two groups.
The method of data collection was the following: first, for measuring reading ability children was asked to read sentences composed by 100 terms, considering their ability in terms of how many words they were able to read correctly. Second, for measuring writing ability, they were asked to write down their name and to write some word as well as some sentences.
The difference of effect reading and writing was executeded with ANCOVA and the gender and ages was executeded with enforced MANCOVA.

The results of the study are the following: first, the childen's reading and writing ability developed after education intervention on teacher. Second, there was no significant difference between the two groups on developing for reading and writing ability in depend on genders also ages.

목차 (Table of Contents)

• < abstract >
• Ⅰ. 서론 ··············································································1
• 1. 연구의 필요성 및 목적 ···············································1
• 2. 용어의 정의 ··································································6
• Ⅱ. 이론적 배경 ···································································8
• 1. 정보그림책 ·····································································8
• 1) 정보그림책의 개념 및 유형·········································8
• 2) 정보그림책의 교육적 의의 ·········································11
• 2. 유아의 읽기와 쓰기 발달 ·············································12
• 1) 읽기의 발달 특성 ·······················································13
• 2) 쓰기의 발달 특성 ······················································16
• 3. 선행연구 고찰 ································································21
• Ⅲ. 연구방법 ·······································································24
• 1. 연구대상 ·········································································24
• 2. 조사도구 ·········································································26
• 1) 정보그림책 ··································································26
• 2) 읽기능력 검사 ······························································27
• 3) 쓰기능력 검사 ······························································28
• 3. 연구절차 ·········································································29
• 1) 예비 검사 ·····································································30
• 2) 사전 검사 ·····································································30
• 3) 본 실험 ·······································································31
• 4) 사후 검사 ·····································································33
• 4. 자료처리 ······································································34
• Ⅳ. 연구결과 ········································································35
• 1. 실험&#8228;통제집단의 읽기와 쓰기의 평균 및 표준편차···35
• 2. 교사의 교육적 개입여부와 유아 성별에 따른 읽기&#8228;쓰기
• 발달에 미치는 효과 ·························································36
• 3. 교사의 교육적 개입여부와 유아 연령에 따른 읽기&#8228;쓰기
• 발달에 미치는 효과 ·························································38
• Ⅴ. 논의 ·················································································39
• Ⅵ. 결론 및 제언 ·································································42
• 참고문헌 ··············································································44
• 부록 ······················································································39