그림책 읽기 방식이 유아의 이야기 이해, 어휘 학습과 읽기 흥미에 미치는 영향

국문 초록 (Abstract)

본 연구는 상호작용적ㆍ교사연기중심 그림책 읽어주기 접근방식이 유아의 이야기 이해와 어휘 학습 그리고 읽기 흥미에 미치는 영향을 밝히는 데 목적을 두고 있다. 이를 위하여 서울에 위치한 S P 두 어린이집의 만 4세 유아 40명을 두 실험집단에 배치하여 상호작용적ㆍ교사면기중심 그림책 읽어주기 방법을 경험하도록 하였다. 연구는 예비검사 사전검사 그림책 읽기 활동, 사후검사 지연검사 숨으로 이루어졌다. 연구결과 상호작용 읽기 방법을 경험한 유아의 이야기 이해도와 어휘학습링이 교사연기중심 읽기 방법을 경험한 유아보다 통계적으로 유의미한 수준에서 앞선 것으로 나타났다. 그러나 읽기 흥미도에는 집단 간에 유의미한 차이가 나지 않았다. 이러한 결과는 상호작용 방식의 그림책 읽기 활동이 유아의 이야기 이해력과 어휘 학습을 향상 시키는데 보다 효과적인 방법임을 알려주는 결과이다.

다국어 초록 (Multilingual Abstract)

This study examined the effects of teaching approaches on young children's story comprehension, incidental vocabulary learning, and their interests in reading. The participants of the present study was forty children of tour-year-old from two private pre-schools. One group experienced interactive style storybook reading, and the other group received performance style storybook reading treatment. The pretests were administered to examine whether the two groups were homogeneous groups with respect to the three dependent variables. The same teacher read six storybooks in the two groups in the two different styles. The post- and delayed-test results showed that the students in the interactive style group scored significantly higher than the performance style group in inferential reading questions. The results also indicated thar the students in both groups learned new vocabularies while participating in storybook reading events. However, the students in the interactive style group acquired more number of words than the students in the performance style group. Finally, there was no statistically significant difference in the participants' interests in reading between the two groups. The implications of the findings are provided.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 연구결과
• Ⅳ. 논의 및 제언
• 참고문헌
• Abstract

참고문헌 (Reference)

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