성인의 세 가지 책읽기 전략에 따른 학령전기 아동의 어휘학습 능력 = The Effects on Vocabulary Learning in Preschool Children depending on Adult’s Reading Strategies

다국어 초록 (Multilingual Abstract)

Purpose : The purpose of this study is to investigate which reading strategy is effective for preschool children to learn words. The strategies from the review of previous studies were eliciting questions, implicit questions, and comments. Methods : A total of 60 children aged from 39 months to 79 months participated in this study. The participants were assigned to three different reading strategy groups. Storybook reading session for each child took place for 10 sessions for five weeks, and each session lasted approximately 15 minutes. All participants listened to the story once in accordance with reading strategy condition. Regardless of reading strategy condition, participants’ receptive and expressive knowledge of target novel words will be tested before and after every reading session.
Results : A 2-way mixed ANOVA revealed that participants’ performance of the 10th session was higher than the 1st session in both receptive and expressive novel vocabulary. There was no significant main effect on any reading strategies. A 1-sample t-test revealed that eliciting questions is the most efficient strategy among the 3-strategy in terms of receptive vocabulary acquisition rate. Conclusions : Results indicated that all three strategies were effective in word learning. In particular, eliciting question accelerated receptive vocabulary acquisition in comparison with using the other strategies.

국문 초록 (Abstract)

목적: 본 연구는 성인과 아동 간 책읽기 활동에서 사용할 수 있는 읽기전략을 세 가지(직접적 질문하기, 간접적 질문하기, 진술하기)로 구조화하여 각 책읽기 전략 간 어휘학습 효과를 비교해보고자하였다. 방법: 39개월부터 79개월까지의 학령 전기 아동 60명을 대상으로 주2회 5주 간의 책읽기활동을 실시하였다. 모든 아동은 세 가지 책읽기 전략 집단에 각각 20명씩 배치되었으며, 연구자와1대1로 10회기의 구조화된 책읽기 활동에 참여하였다. 각 회기의 책읽기 활동 전후로 8개의 새로운어휘에 대한 수용 및 표현어휘 검사를 실시하여 연구 대상자들의 어휘학습 수행력을 평가하였다. 결과 : 이원혼합분산분석 결과 수용어휘와 표현어휘 모두 1회기에 비해 10회기에 수행력이 유의하게 높아졌으나, 표현어휘와 수용어휘 모두 읽기 전략의 주효과는 유의하지 않았다. 단일표본 t 검정으로 어휘학습 속도를 비교 검토한 결과, 직접적 질문하기가 수용어휘를 가장 빨리 습득하는 것으로 나타났다. 결론: 세 가지 책읽기 전략 모두 어휘학습에 효과적임을 확인하였으며, 특히 ‘직접적 질문하기’가아동의 수용어휘 학습을 보다 빠르게 촉발하는 읽기전략인 것으로 나타났다.

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