균형적 언어 접근 프로그램이 유아의문해 능력에 미치는 효과
The Effects of the Balanced Language Approach on YoungChildren’s Reading and Writing Abilities
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초록
본 연구에서는 균형적 언어접근 프로그램이 유아의 문해 능력에 미치는 효과를 알아보고자 하였다. 연구대상은 만 4세 유아 40명으로 이들을 실험집단과 비교집단에 각각 20씩 배정하여 프로그램의 효과를 검증하였다. Sulzby(1985)의 읽기 발달 단계 검사로 책 읽기 수준을 검사하고, 이옥섭(1999)의 단어 읽기 검사를 수정․보완하여 단어 읽기 수준을 확인하였으며, 이경화(1997)가 사용한 쓰기 발달 검사를 수정․보완하여 쓰기 수준을 측정하였다. 연구는 교사 훈련, 검사자 훈련, 사전검사, 6주간의 균형적 문해 프로그램 실시, 사후검사의 순으로 진행되었다. 사전검사 점수를 공변인으로 하여 공변량 분석을 실시하였으며, 분석 결과 균형적 언어접근 프로그램은 유아의 문해 능력(책 읽기, 단어 읽기, 쓰기) 향상에 통계적으로 유의미한 효과가 있는 것으로 나타났다.
Abstract
This study investigates the effects of the Balanced Language Approach on young children`s reading and writing abilities. The 40 subjects in this study, all four-year-old children, were evenly divided into an experimental and a control group. Sulzby’s (1985) Book Reading Development Step Test was used to identify the children’s book reading abilities. To determine children’s word reading ability levels, the researcher modified the Lee Ok Sub (1999) Word Reading Test. And to find the writing ability, the researcher modified Lee Kyuong Hwa’s (1997) test. The research sequence was as follows: training testers and teachers to administer tests and program, pretest, application of the Balanced Literacy Program for 6 weeks followed by a post-test. The collected data were analyzed by ANCOVA with SPSS Win 12.0. The results of this study show that the Balanced Language Approach has positive effects on young children’s reading (book reading and word reading) and writing abilities.
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