그림책 읽어주기와 유아의 초기 문해 능력 발달 = Reading aloud picture books to children and literacy development

다국어 초록 (Multilingual Abstract)

Reading aloud to young children, especially in the home, had been unquestioned as good practice for many years until the publication of long term study by Scarborough and Dobrich (1994) and Meyer et al.(1994) raised questions on the ubiquitous effectiveness of read aloud sessions in schools and in the home. Much research ensued on questions of if, when, how and why reading aloud sessions are effective. This study rigorously examines that research and presents the following generalizations. Reading-alouds, as reading aloud sessions are often called, are a micro-ecological environment in which adults, children and imaginations are combined. They are a scaffolding that promotes extensive linguistic interactions, providing children with experiences of deep reading comprehension and meaning formulation. However, this rich environment is not always realized in all reading-alouds and the research is clear on what factors need to be present for success. Interaction between adult and child is a prime factor and the quality and kind of interaction are paramount.. Adults need to be sensitive to children’s developmental stages, needs, interests, motivations and capabilities as they interact. Research findings also make clear that the quality and the genre of the picture book are factors that affect picture book reading-alouds. Research in these two factors recommends such programs that link households with regional communities so that children in unfavorable literacy home environments can experience positive picture book reading-alouds. In order to improve picture book reading-alouds in the classroom, it is also recommended that sufficient information on read-aloud practices be provided and the tools to assess teachers’ picture book reading activities be developed.

참고문헌 (Reference)

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