전자책 기반 환경에서의 유아 다독 연구: 온라인 영어도서관 사례

Abstract

This study examined the possibility of young children engaging in autonomous extensive reading activities in an e-book-based reading environment. A total of 54 seven-year-old children at the early literacy stage were guided to independently use an online English library program for four weeks. Both quantitative data (such as number of books, and reading time), and qualitative data (such as individual reading logs and interviews) were collected and analyzed. These children had no difficulty selecting books or continuing to read independently. For one month, both the amount of reading and the reading time increased. These children showed interest and immersion in ebook- based reading activities. The vast collection of books, book information, multimedia interactions, and scaffolding provided by the digital reading platform enabled autonomous reading by the children. Traditional children’s English reading education for children remains centered on form and teacher-led approaches. However, when a variety of interesting books appropriate to the child’s level are provided, along with reading guidance and scaffolding, even young children can engage in autonomous, content-centered reading. Further research enrolling different subjects is needed to examine the effects of such online English library program on reading and learning.