또래간의 책읽기 활동이 유아의 읽기 능력에 미치는 효과 = Effects the Peer Reading Activity on Children's Reading Ability

다국어 초록 (Multilingual Abstract)

This study is designed to examine what effects the 1:1 reading activity between children with an excellent reading ability and children with a poor reading ability has on their reading ability within the area of children's proximity development.
The study has subjects as follows:
1. Is there any difference in oral reading ability among the children before and after the peer reading activity?
2. Is there any difference in retell the story ability among the children before and after the peer reading activity?
3. Is there any difference in preprimer level sight word reading ability among the children before and after the peer reading activity?
4. Is there any difference in semantic cloze reading ability among the children before and after the peer reading activity?
5. Is there any difference in blending sounding in syllables reading ability among the children before and after the peer reading activity?
The study tested the pre-test of reading ability on 40 children aged 5 in D kindergarten located in Busan, selecting 8 children who held over 20% of high ranks and 8 children who held below 20% of low ranks, 16 children in all. The selected children were randomly divided into the two groups-a test group with 4 high rank children and 4 low rank children and a control group with the rest 4 high rank and 4 low rank children.
The study was conducted 15 times of reading activities for 5 weeks.
The study proceeded to train study assistants after complementing problems caused in the previous study, to test pre-reading ability, to conduct peer-reading activities, and then to conduct post tests after reading activities.
The test groups used "EASY BOOK" developed by Kim, Young-Sil and Hyun, Eun-Ja(1992) during the reading activity, while the control groups had free choice.
The reading ability test on children used the adjusted "Reader, Nonreader classification test" of Humphrey-Cumming(1982) which Cho, Jeong-Sook (1990) adjusted after considering the real situation in Korea.
The reading activities were recorded to be used as technical data and the collected testing data were analyzed with t-test.
The study results are as follows:
First, after the peer reading activity, the high rank children of the test groups increased their ability of the semantic cloze reading activity more than their counterpart of the control groups.
Second, after the peer reading activity, the low rank children of the test groups increased their ability in the three sub-sections(oral reading, preprimer level sight word reading, blending sounding in syllables reading) much more than their counterpart of the control groups.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 또래간의 상호작용 = 5
• 2. 책읽기 활동의 가치 = 6
• 3. 읽기의 개념 = 9
• 4. 읽기 능력의 발달 과정 = 10
• 5. 읽기 발달의 관련 변인 = 14
• Ⅲ. 연구방법 = 16
• 1. 연구대상 = 16
• 2. 연구도구 = 17
• 3. 연구절차 = 19
• 4. 자료 처리 및 분석 = 23
• Ⅳ. 연구결과 = 24
• 1. 또래간 책읽기 활동 전, 후 유아의 소리내어 읽기 능력은 차이가 있는가? = 24
• 2. 또래간 책읽기 활동 전, 후 유아의 내용기억하기 능력은 차이가 있는가? = 25
• 3. 또래간 책읽기 활동 전, 후 유아의 쉬운 단어 읽기 능력은 차이가 있는가? = 25
• 4. 또래간 책읽기 활동 전, 후 유아의 빈칸 채워 읽기 능력은 차이가 있는가? = 26
• 5. 또래간 책읽기 활동 전, 후 유아의 무의미 단어 읽기 능력은 차이가 있는가? = 27
• Ⅴ. 논의 및 결론 = 29
• 1. 논의 = 29
• 2. 결론 및 제언 = 32
• 참고문헌 = 34
• Abstract = 38
• 부록 = 40