유아의 음운인식 능력과 읽기능력과 이야기구성능력 간의 관계

서지정보

ㆍ발행기관 : 인지발달중재학회 ㆍ수록지정보 : 인지발달중재학회지 / 4권 / 2호
ㆍ저자명 : 김미옥, 권오식

목차

I. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론 및 논의
참고문헌

한국어 초록

본 연구에서는 5, 6세 유아의 음운인식 능력, 읽기 능력, 이야기 구성 능력과의 관계를 알
아보았다. 음운인식 능력과 읽기 능력 간에 상관관계가 있고, 읽기 능력과 이야기 구성 능력
간에 상관관계가 있고, 음운인식 능력과 이야기 구성 능력 간에 상관관계가 있다면, 음운인
식 능력을 기르기 위해 한글에 대한 자·모의 결합 원리와 소리와의 대응 학습 즉, 자소·음소
의 대응 규칙과 자모체계의 원리를 적용한 말소리의 결합을 경험 할 수 있는 환경이 제공되
어져야 할 것이다. 유아의 음운 인식 능력과 읽기 능력과 이야기 구성 능력은 유의한 상관
관계가 있었으며, 음운인식 능력이 우수할수록 읽기 능력이 우수하였고, 읽기 능력이 우수할
수록 이야기 구성능력이 우수하였고, 음운인식 능력이 우수할수록 이야기 구성 능력이 우수
하였다. 5, 6세 유아의 읽기 능력 단계가 높을수록 이야기 구성 능력과 음운인식 능력이 높
다는 본 연구의 결과에 따라 유아의 음운인식 능력을 향상시킬 수 있는 교수전략이 필요하
다.

영어 초록

This study analyzed the relationship between phoneme recognition ability, reading
ability, and story composing ability of 5 to 6 years old children. If there is a correlation
between phoneme recognition ability and reading ability, a correlation between reading
ability and story composing ability, and a correlation between phoneme recognition
ability and story composing ability, in order to develop phoneme recognition ability, the
environment should be provided in which children can experience the principle of
alphabet combination and its response to sound in Korean language education, in other
words, the combination of word sound to which the alphabet correspondence rule and
the principle of alphabet structure are applied. Such an environment should be formed
within the intentional care and understanding so children can learn the pronouncing
structure, not via unconditional memorization and practice. (Yeonkyung Gho, 2002)
This study selected 15 5-year-old (61-72 months) boys and 15 girls, and 18
6-year-old (73-84 months) boys and 12 girls at J child-care center located in Kimhae
area.
In order to find out the relationship between phoneme recognition ability and reading
ability, and reading ability and story composing ability, and story composing ability and
phoneme recognition ability, 1:1 tests for phoneme recognition ability, reading ability, and
story composing ability were conducted in a separate space.
The processing of this study's materials was done using SPSS WIN 18.0 program. To
research the child's general characters, a frequency analysis was conducted. Moreover,
to analyze the difference between phoneme recognition ability, reading ability, and story
composing ability according to the age and sex among children's general characteristics,
a t-test was conducted. To probe on the correlation between phoneme recognition
ability and reading ability, reading ability and story composing ability, and phoneme
recognition ability and story composing ability, Pearson correlation analysis was
performed.
The result of this study is as follows.
First, there were ceilling effects between 5 to 6 year old children's phoneme
recognition ability and reading ability, and a meaningful level of correlation was found.
Especially, for phoneme recognition ability, when the age and sex were not included as
parameters, the first sound performance was better than the end sound performance;
also, handling syllables was superior to the handling of phoneme, and for phoneme,
while the first sound handling was low, the end sound handling was superior.
Second, between 5 to 6 year old children‘s reading ability and story composing ability,
ceiling effects were shown, and meaningful level of correlation was found. When you
look at the correlation between reading ability and story composing ability, a correlation
between reading words, length of a story, beginning situation, and the reaction, as
factors of reading ability, was found. That is, one can find that the higher reading
words becomes as one of the factors of reading ability, the length of a story, beginning
situation, and the reaction increase. Reading words with no meaning and the length of a
story as factors in reading ability were showing a correlation at the meaningful level.
Third, ceiling effects were shown between 5 to 6 year old children's phoneme
recognition ability and story composing ability, and a meaningful level of correlation was
found.
As such, it can be shown that between story composing ability and phoneme
recognition ability, as the story composing ability becomes higher, phoneme recognition
ability gets higher as well.
In this study, there was a meaningful correlation between a child's phoneme
recognition ability, reading ability, and story composing ability; also, the superior
phoneme recognition ability becomes, the superior reading ability is; the better reading
ability is, the superior story composing ability becomes; and as the superior phoneme
recognition ability is, the better story composing ability becomes. Accoding to the study
result finding that the higher the level of 5 to 6 year old children' reading ability is, the
better story composing ability and phoneme recognition ability become, a teaching
strategy that can improve a child's phoneme recognition ability is needed.

참고 자료

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