Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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The Influences of the Home and the Classroom Literacy Environment on Preschool Children's Story Comprehension

가정문해환경과 교실문해환경이 유아의 이야기 이해력에 미치는 영향

  • Kim, Gil-Sook (Department of Child and Family Studies, Yonsei University) ;
  • Kim, Myoung-Soon (Department of Child and Family Studies, Yonsei University)
  • 김길숙 (연세대학교 생활과학연구소) ;
  • 김명순 (연세대학교 아동.가족학과)
  • Received : 2009.10.31
  • Accepted : 2010.01.07
  • Published : 2010.04.30
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Abstract

The purpose of this study was to examine how the home and classroom literacy environment affect preschool children's story comprehension. The subjects were 213 pairs of children (aged 4-5) and their mothers, and 107 classrooms. The Home Literacy Environment Rating Scale (Park & Kim, 2008), Classroom Literacy Environment Observation Scale (Kim, Kim, Im, & Lee, 2008) and the Children's Comprehension Ability Test (Jung & Kim, 2003) were used in this study. The collected data were analyzed by means of two-way ANOVA, partial correlations, Pearson correlations, hierarchical regressions. Our results indicated that preschool children's story comprehension increases when both home and classroom literacy environment are well resourced and supported. In particular, it is essential that parents spend as much time as possible reading books with their children and that teachers provide children with an amply resourced literacy environment together with appropriate activities in class geared towards story comprehension improvement.

Keywords

References

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