유아를 위한 문해 교수법의 효과 비교 : 균형잡힌 문해 교수법과 발음중심 교수법을 중심으로 = The Effects of the Balanced Literacy Instruction for Young Childen

국문 초록 (Abstract)

본 연구는 유아들의 문해발달을 위한 교수법으로서 Holdway(1979)와 Mooney(1990)에 의해 제안된 균형잡힌 문해 교수법과 행동주의 관점에 기초한 발음중심 교수법이 유아의 음운인식능력, 읽기능력, 쓰기능력, 책 내용이해도 발달에 어떠한 영향을 미치는지 그 차이를 알아봄으로써 유아들을 위한 바람직한 문해교육을 실시하기 위해 필요한 기초 자료를 유아교육 현장에 제시하는데 목적을 두었다.

이와 같은 연구의 목적을 위한 연구문제는 다음과 같다.

연구문제1. 균형잡힌 문해 교수법과 발음중심 교수법은 유아의 음운인식능 력 향상에 있어서 차이가 있는가?

연구문제2. 균형잡힌 문해 교수법과 발음중심 교수법은 유아의 읽기능력 향상에 있어서 차이가 있는가?

연구문제3. 균형잡힌 문해 교수법과 발음중심 교수법은 유아의 쓰기능력 향상에 있어서 차이가 있는가?

연구문제4. 균형잡힌 문해 교수법과 발음중심 교수법은 유아의 책 내용 이해도 향상에 있어서 차이가 있는가?



본 연구의 연구대상은 서울시 마포구에 소재하고 있는 G 어린이집의 3, 4세 혼합반 두 반의 유아 40명을 대상으로 하였다. 이들 중 20명은 균형잡힌 문해 교수법을 실시하는 집단에, 다른 20명은 발음중심 교수법을 실시하는 집단에 배치되었으며, 문해교수법의 실험 처치는 공휴일을 제외한 나머지 8주간 지속되었다. 본 연구를 위한 검사도구로는, 홍성인(2002)이 개발한 음운인식 도구, 이영자ㆍ이종숙(1985)의 읽기능력검사 도구, 이경화(1998)가 사용한 쓰기능력 검사도구이며, 책 내용이해도를 알아보기 위해 이경화(1998)의

다국어 초록 (Multilingual Abstract)

A purpose of this study is to present a basic material necessary in order to perform a literary education to desired for a children to the children educational spot and it is to clarify a difference that how the balanced literary instruction and the phonics instruction to be based on a viewpoint of behaviorism proposed by Holdway(1970)and Mooney(1990) as pedagogics for the development of a children literary instruction have an effect upon the development of children's ability of phonological awakening, reading, writing, and comprehensive faculty of contents of a book.

A research task for a purpose of such a study is as in the following,

Question of Study

1. Is there any difference in the improvement of children's ability of phonological awakening by the balanced literary instruction and the phonics instruction ?

2. Is there any difference in the improvement of children's ability of reading by the balanced literary instruction and the phonics instruction ?

3. Is there any difference in the improvement of children's ability of writing by the balanced literary instruction and the phonics instruction ?

4. Is there any difference in the improvement of children's comprehensive faculty of contents of a book by the balanced literary instruction and the phonics instruction ?


This thesis made 40 children at two classes mixed as children about three-four years at G children's house in Mapo-gu, Seoul. Korea an object of this study.

The present researcher included twenty children of them into the group of the balanced literary instruction, and another twenty children into the group of the phonics instruction. The experimental measures of the literary instruction continued for 8 weeks except a day off.

A research instrument for this study made use of the phonological awakening instrument developed by Hong, Sung In, the test instrument of a reading faculty by Lee, Young Ja and Lee, Jong Sook(1985) and the test instrument of a writing faculty used by Lee, Kyung Hwa(1998).

And this study made use of the test instrument of a the comprehensive faculty of contents of a book designed by Lee, Kyung Hwa(1998) in order to find out the comprehensive faculty of contents of a book.

This study has compared the effects of the balanced literary instruction and the phonics instruction by measuring the material corrected with the instruments like this through analysis of the covariant quantity and t-test.

A brief summary of the result of this study is as in the following,

First. It has shown that the children in the group performed the literary instruction was a significant improvement in the faculty of the phonological awakening more than the children in the group of the phonics instruction. while even the children in the group of the phonics instruction was an improvement in the faculty of the phonological awakening, however no statistically significant difference was observed.
Accordingly, it seems that an effect upon the children's development of the phonological awakening is higher than the phonics instruction.

Second, It has shown that the children's reading faculty in the group performed the balanced literary instruction was a significant improvement more than the children's reading faculty in the group of the phonics instruction. while the children's reading faculty in the group of the phonics instruction was no significant improvement.
Accordingly, it seems that an effect upon the development of children's faculty of reading is higher in balanced literary instruction than the phonics instruction.


Third, It has shown that the children's writing faculty in the group performed the balanced literary instruction was a significant improvement more than the children's writing faculty in the group of the phonics instruction, while the children's writing faculty in the group of the phonics instruction was an improvement, however no significant difference was observed. Accordingly, it seems that an effect upon the development of children's writing faculty was higher in the balanced literary instruction than the phonics instruction.

Fourth, It has shown that the children's comprehensive faculty of contents of a book in the group performed the balanced literary instruction was a significant improvement more than the children's comprehensive faculty of contents of a book in the group of the phonics instruction. Accordingly, it seems that the balanced literary instruction has a positive effect upon the children's comprehensive faculty of contents of a book more than the phonics instruction.

The result like this it is suggestive that we have to adopt the balanced literary instruction as the literary instruction in order to perform when the children in the educational place would like to write or read a book. spot rather than the phonics instruction.

Because Hangul is of structure in a system of vowel and consonant with rules of correspondence in spelling element and phonemic element it has a feature of spelling easy to read by emphasizing their comprehension.

Especially, it seems that the children's houses as a children educational institution have performed a lot of phonics instruction in this aspect.
But the result of this study has shown that the children's faculty of a phonological awakening, reading, writing and understanding of contents of a book, who participated in the group of the balanced literary instruction to take a serious view of children's interaction, emphasizing children's interest and motive with a guidance in accordance with the principle of Hangul comprehension was improved more than the children's faculty participated in the group of the phonics instruction. Accordingly, it seems that the children's education has to be performed the balanced literary instruction, sublating the phonics instruction. And also the result of this study supports a concept of emergent literacy, The result of this study suggests that if they are children, they have to participate actively in the educational field of teaching and learning.

목차 (Table of Contents)

• 목 차
• 국문초록
• Ⅰ.서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ.이론적 배경 7
• 1. 유아의 문해발달 7
• 1) 유아의 음운인식 발달 9
• 2) 유아의 읽기 발달 11
• 3) 유아의 쓰기발달 13
• 4) 유아의 책 내용이해도 발달 16
• 2. 유아를 위한 문해 교수법 19
• 1) 균형잡힌 문해 교수법 19
• 2) 발음중심 교수법 21
• Ⅲ. 연구방법 24
• 1.