본 연구는 그림책을 읽을 때 나타나는 교사의 교수 행동을 함께 책읽기 활동 빈도와 교사의 교수 지원 행동으로 구체적으로 살펴보고 유아의 문해 기술 발달과 함께 분석한 연구로서 현장의 교사들에게 그림책 읽기 활동을 할 때의 구체적인 정보를 제공할 수 있는데 의의가 있다....
본 연구는 그림책을 읽을 때 나타나는 교사의 교수 행동을 함께 책읽기 활동 빈도와 교사의 교수 지원 행동으로 구체적으로 살펴보고 유아의 문해 기술 발달과 함께 분석한 연구로서 현장의 교사들에게 그림책 읽기 활동을 할 때의 구체적인 정보를 제공할 수 있는데 의의가 있다.
본 연구는 그림책을 읽을 때 나타나는 교사의 교수 행동을 함께 책읽기 활동 빈도와 교사의 교수 지원 행동으로 구체적으로 살펴보고 유아의 문해 기술 발달과 함께 분석한 연구로서 현장의 교사들에게 그림책 읽기 활동을 할 때의 구체적인 정보를 제공할 수 있는데 의의가 있다.
The purpose of the study is to investigate teachers’ teaching behaviors and children’s literacy skills during shared-reading session for 4-year-olds. To fulfill the purpose of the study, the objects of the study are as below. 1) What is teachers’ teaching behaviors during shared-reading sessions? (1...
The purpose of the study is to investigate teachers’ teaching behaviors and children’s literacy skills during shared-reading session for 4-year-olds. To fulfill the purpose of the study, the objects of the study are as below. 1) What is teachers’ teaching behaviors during shared-reading sessions? (1) What is the frequency of the shared-reading session? (2) What are teachers’ instructional support behaviors during shared-reading session? (3) What are teachers’ teaching behavior types during shared-reading session? 2) How is children’s literacy skill development by teachers’ teaching behavior types during shared-reading session? (1) How is children’s vocabulary development by teachers’ teaching behavior types? (2) How is children’s phonological awareness development by teachers’teaching behavior types? (3) How is children’s knowledge of consonants and vowels development by teachers’ teaching behavior types? (4) How is children’s print concepts development by teachers’ teaching behavior types? This study was conducted with 16 4-year-olds teachers from 11 early childhood educational institutions in Seoul and Gyeonggi, and 204 children whose parents’ socioeconomic status is middle and upper class. Teaching behavior types are formed based on the frequency of shared-reading session and teachers’ instructional support behavior scores, and divided 12 teachers into 4 group. Each groups are composed of 3 teachers, thus total 12 teachers and 145 children participants were selected. To examine teachers’ teaching behaviors during shared-reading session, analyzed frequency of shared-reading session with ‘shared-reading note’ for 10 weeks, and analyzed teachers’ instructional support behaviors with Systematic Assessment of Book Reading: SABR by Justice, Zucker, Sofka(2010). To analyze the differences of children's vocabulary, phonological awareness, knowledge of consonants and vowels, print concepts development by teachers’ teaching behavior types, put children’s pre-test scores for literacy skill under control, and ANCOVA was performed with children’s post-test scores in this study used program SPSS Windows 18.0. The results of this study is as below. First, shared-reading sessions in 4-year-olds classes was 4.44 time on average in 10 weeks. Also, for group type, large group shared-reading was used the most, small-group and individual reading was relatively less than large-group shared-reading. Second, in shared-reading sessions, teachers used literal language the most, followed by inferential, print and phonological language. Third, in shared-reading sessions, teachers can be categorized as high frequency of shared-reading session and instructional support behaviors, high frequency of shared-reading session and low instructional support behaviors, low frequency of shared-reading session and high instructional support behaviors, and low frequency of shared-reading session and instructional support behaviors. Fourth, children’s expressional vocabulary showed significant differences that group A which’s both frequency of shared-reading session and instructional support behaviors were high from group B and D which’s instructional support behaviors were low. For children’s receptive vocabulary, group A which’s frequency of shared-reading session and instructional support behaviors were high showed significantly better than group B, C, and D, and group C which’s frequency of shared-reading session was low but instructional support behaviors were high was significantly better than group B and D which’s instructional support behaviors were low. For phoneme deletion, group D which’s frequency of shared-reading session and instructional support behavior showed significantly lower than group A, B, and C. For phonological awareness, development of phoneme deletion was not effective when shared-reading and instructional support behavior were both less frequent. For name of consonants and vowels, group C which’s frequency of shared-reading session was low but instructional support behaviors were high showed significantly higher than group B which’s frequency of shared-reading session was high but instructional support behaviors were low, and group D which’s both frequency of shared-reading session and instructional support behaviors were low. For print concepts, group A which’s shared-reading session and instructional support behaviors were high were significantly higher than group C and D which’s frequency of shared-reading session was low. This study is significant because it provides specific guidelines to teachers for shared-reading session by examining teachers' teaching behaviors during shared-reading session and analyzing with children's literacy skill.
The purpose of the study is to investigate teachers’ teaching behaviors and children’s literacy skills during shared-reading session for 4-year-olds. To fulfill the purpose of the study, the objects of the study are as below. 1) What is teachers’ teaching behaviors during shared-reading sessions? (1) What is the frequency of the shared-reading session? (2) What are teachers’ instructional support behaviors during shared-reading session? (3) What are teachers’ teaching behavior types during shared-reading session? 2) How is children’s literacy skill development by teachers’ teaching behavior types during shared-reading session? (1) How is children’s vocabulary development by teachers’ teaching behavior types? (2) How is children’s phonological awareness development by teachers’teaching behavior types? (3) How is children’s knowledge of consonants and vowels development by teachers’ teaching behavior types? (4) How is children’s print concepts development by teachers’ teaching behavior types? This study was conducted with 16 4-year-olds teachers from 11 early childhood educational institutions in Seoul and Gyeonggi, and 204 children whose parents’ socioeconomic status is middle and upper class. Teaching behavior types are formed based on the frequency of shared-reading session and teachers’ instructional support behavior scores, and divided 12 teachers into 4 group. Each groups are composed of 3 teachers, thus total 12 teachers and 145 children participants were selected. To examine teachers’ teaching behaviors during shared-reading session, analyzed frequency of shared-reading session with ‘shared-reading note’ for 10 weeks, and analyzed teachers’ instructional support behaviors with Systematic Assessment of Book Reading: SABR by Justice, Zucker, Sofka(2010). To analyze the differences of children's vocabulary, phonological awareness, knowledge of consonants and vowels, print concepts development by teachers’ teaching behavior types, put children’s pre-test scores for literacy skill under control, and ANCOVA was performed with children’s post-test scores in this study used program SPSS Windows 18.0. The results of this study is as below. First, shared-reading sessions in 4-year-olds classes was 4.44 time on average in 10 weeks. Also, for group type, large group shared-reading was used the most, small-group and individual reading was relatively less than large-group shared-reading. Second, in shared-reading sessions, teachers used literal language the most, followed by inferential, print and phonological language. Third, in shared-reading sessions, teachers can be categorized as high frequency of shared-reading session and instructional support behaviors, high frequency of shared-reading session and low instructional support behaviors, low frequency of shared-reading session and high instructional support behaviors, and low frequency of shared-reading session and instructional support behaviors. Fourth, children’s expressional vocabulary showed significant differences that group A which’s both frequency of shared-reading session and instructional support behaviors were high from group B and D which’s instructional support behaviors were low. For children’s receptive vocabulary, group A which’s frequency of shared-reading session and instructional support behaviors were high showed significantly better than group B, C, and D, and group C which’s frequency of shared-reading session was low but instructional support behaviors were high was significantly better than group B and D which’s instructional support behaviors were low. For phoneme deletion, group D which’s frequency of shared-reading session and instructional support behavior showed significantly lower than group A, B, and C. For phonological awareness, development of phoneme deletion was not effective when shared-reading and instructional support behavior were both less frequent. For name of consonants and vowels, group C which’s frequency of shared-reading session was low but instructional support behaviors were high showed significantly higher than group B which’s frequency of shared-reading session was high but instructional support behaviors were low, and group D which’s both frequency of shared-reading session and instructional support behaviors were low. For print concepts, group A which’s shared-reading session and instructional support behaviors were high were significantly higher than group C and D which’s frequency of shared-reading session was low. This study is significant because it provides specific guidelines to teachers for shared-reading session by examining teachers' teaching behaviors during shared-reading session and analyzing with children's literacy skill.
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