초록

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Abstract ▼ AI-Helper

The purpose of this study was to discover how balanced literacy instruction integrated ICT affects young children"s reading ability, phonological awareness ability, and understanding of content. The subjects of the study were 44 4-year old children. Two groups were selected as treatment groups: a ph...

The purpose of this study was to discover how balanced literacy instruction integrated ICT affects young children"s reading ability, phonological awareness ability, and understanding of content. The subjects of the study were 44 4-year old children. Two groups were selected as treatment groups: a phonics instruction group integrated ICT(n=22), and a balanced literacy instruction group integrated ICT(n=22). A pretest-posttest experimental group design was used to compare young children"s reading abilities, phonological awareness abilities, and understanding of content over an 8 week period. The collected data were analyzed using MANCOVA (multivariate analysis of covariance). The findings of the study were as follows: First, the young children"s abilities in reading differed for each teaching methods type. Second, the young children"s abilities in phonological awareness were not different between teaching methods types. Third, the young children"s understanding of content was different by each teaching methods type. Consequently, this study showed that balanced literacy instruction integrated ICT is the more effective method for teaching literacy.

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