The Effects of Picture-Book Shared Reading Training for Immigrant Mothers of Young An Exploratory Study
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 7권 / 2호
ㆍ저자명 : Seonju Ko, Song-Eun Lee
ㆍ저자명 : Seonju Ko, Song-Eun Lee
목차
IntroductionMethod
Results
Discussion and Conclusions
한국어 초록
This study examined the effects of picture book shared reading training for marriage-immigrant Koreanmothers of young children with poor to moderate levels of Korean language skill. The training courseoffered opportunities for mothers to learn to read Korean picture storybooks and to share these with theirchildren. The course instructor conducted interviews with the mothers, both before the course started andat its end. Observations were made in the Philippine Center in Seongbuk-Gu, Seoul, South Korea. Thetype of book, the purpose of reading, and desire for child responding required different story readingstrategies: Word-by-word reading, adopting voices for characters, adding the reader’s interpretation orasking questions of the listener, adapting the story by changing parts of sentences, and reading someparts of the picture book, while omitting others. The course benefited the mothers’ story-sharing skillsand their parental efficacy beliefs. Korean language teaching materials and their use are discussed, alongwith implications for governmental inclusion policies for people whose backgrounds are not in Koreanculture.영어 초록
This study examined the effects of picture book shared reading training for marriage-immigrant Koreanmothers of young children with poor to moderate levels of Korean language skill. The training course
offered opportunities for mothers to learn to read Korean picture storybooks and to share these with their
children. The course instructor conducted interviews with the mothers, both before the course started and
at its end. Observations were made in the Philippine Center in Seongbuk-Gu, Seoul, South Korea. The
type of book, the purpose of reading, and desire for child responding required different story reading
strategies: Word-by-word reading, adopting voices for characters, adding the reader’s interpretation or
asking questions of the listener, adapting the story by changing parts of sentences, and reading some
parts of the picture book, while omitting others. The course benefited the mothers’ story-sharing skills
and their parental efficacy beliefs. Korean language teaching materials and their use are discussed, along
with implications for governmental inclusion policies for people whose backgrounds are not in Korean
culture.