The Effects of the Balanced Approach Using Young Children’s Name Letters on Children’s Reading and Writing Ability
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The purpose of this study is to find out the benefits of the balanced approach using young children’s name letters. The subjects of this study were 30 children aged three at N kindergarten in K city. Half of them (15 children) were in the experimental group and the other half (15 children) were in the control group. A reading ability test developed by Yun (1997) was adapted by the researchers. Green’s name-writing stages (1998) were adapted by the researchers to encompass the structure of Hangeul, the Korean alphabet. Samples of children’s name-writing were collected. The collected data was analyzed based on frequency, percentage, and two independent samples t-tests (M, SD) with the SPSS 11.0 Program. For qualitative analysis, these samples were classified according to the children’s levels. The study found first, that the balanced approach using young children’s name letters generally improved their reading ability. Second, the balanced approach using young children’s name letters improved their name-writing ability. In conclusion, the balanced approach using young children’s name letters is considered to be an effective approach that can be taken to improve young children’s written-language ability.
Abstract
The purpose of this study is to find out the benefits of the balanced approach using young children’s name letters. The subjects of this study were 30 children aged three at N kindergarten in K city. Half of them (15 children) were in the experimental group and the other half (15 children) were in the control group. A reading ability test developed by Yun (1997) was adapted by the researchers. Green’s name-writing stages (1998) were adapted by the researchers to encompass the structure of Hangeul, the Korean alphabet. Samples of children’s name-writing were collected. The collected data was analyzed based on frequency, percentage, and two independent samples t-tests (M, SD) with the SPSS 11.0 Program. For qualitative analysis, these samples were classified according to the children’s levels. The study found first, that the balanced approach using young children’s name letters generally improved their reading ability. Second, the balanced approach using young children’s name letters improved their name-writing ability. In conclusion, the balanced approach using young children’s name letters is considered to be an effective approach that can be taken to improve young children’s written-language ability.
참고문헌 (19)
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