유아의 초기 문해 기술이 단어읽기에 미치는 영향: 연령 및 가정의 사회경제적 지위별 분석 = The Effects of Early Literacy Skills on Young Children's Word Reading: Analysis Based on Children's Age and their Family's Socio-Economic Status

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the causal relation between early literacy skills (phonological awareness, phonological processing, Korean alphabet knowledge, and vocabulary knowledge) and young children's word reading by their age and family's socio-economic status. Out of 553 three- to five-year-old children at 12 kindergartens or daycare centers, 259 participants were from the mid-to-high income districts and 294 from the low income districts in Seoul and Gyeonggi-do, Korea. Eleven sub-tests of early literacy skills were employed to assess children's phonological awareness, phonological processing, Korean alphabet knowledge, and vocabulary knowledge. Also, the meaningful/nonsense/pseudo word reading ability tests were administered. The collected data were analyzed using the enter-method regression. The main results of the present study were the variables which predicted words reading ability varied with children's age. Regardless of age groups, the consonant names and digit naming speed had commonly explained word reading. Meanwhile, the skills of alphabet composition of 3-year-olds, the receptive vocabulary of 4-year-olds, and the expressive vocabulary of 5-year-olds were related to their word reading abilities. Skills of phoneme awareness and vowel names were related to 4- and 5-year-olds’ word reading. Also, regardless of SES groups, consonant names and digit naming speed had commonly explained word reading. On the one hand, skills of syllable awareness and vowel names were related to low-income children’s word reading, but phoneme awareness was relevant in mid-to-high income's. The present study explored in detail young children's development of early literacy skills. It showed that all of these latent variables were revealed to affect young children's word reading.

국문 초록 (Abstract)

본 연구의 목적은 연령과 계층별로 문해 관련 기술들이 유아의 단어읽기에 미치는 영향력을 살펴보는 것이다. 본 연구의 대상은 서울, 경기 지역에 소재한 12곳의 유아교육기관(유치원, 어린이집)에 재원 중인 만3, 4, 5세반 유아로 가정의 사회경제적 지위가 중상류층과 저소득층에 속하는 유아들에게 음운인식, 음운처리, 자모음지식, 어휘력을 측정하는 13가지 검사를 실시하고, 유의미단어, 무의미단어, 유사단어 읽기 검사를 수행하였다. 연구를 통하여 수집된 자료는 SPSS Windows 12.0 프로그램을 이용하여 분석하였다. 연구 결과 만3, 4, 5세 집단에서 공통적으로 자음이름과 숫자명명 속도가 단어읽기를 설명하였다. 한편 만3세 집단에서는 자모합성이, 만4세 집단에서는 수용어휘가, 만5세 집단에서는 표현어휘가 각각 단어읽기를 예측하는 변수로 나타났다. 만4, 5세 집단에서는 모음이름과 음소인식이 단어읽기의 예측변수로 나타났다. 또한 저소득, 중상류 집단에서 공통적으로 자음이름, 숫자명명 변수가 단어읽기를 설명하였으며, 저소득 집단에서는 음절인식과 모음이름이, 중상류 집단에서는 음소인식이 각각 단어읽기의 예측변수로 나타났다. 본 연구를 통해 연령이나 계층에 따라서 문해 관련 기술들이 유아의 단어읽기에 미치는 영향력을 살펴봄으로써 유아들에게 적합한 문해 활동 및 지도가 이루어질 수 있도록 지원하는 언어교수의 기초자료를 제공할 수 있을 것이다.

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