기호 인지 체계의 전환 측면에서 글자 그림책의 교육적 활용 방안

Abstract

Objectives This study explored the educational use of lettered picture books in terms of shifting the symbol cog-nition system.
 Methods Based on research in cognitive neuroscience, we discuss the symbolic cognitive switch that accom-panies learning to read. Symbolic cognition shifts mean that the same visual and auditory symbols are processed in different ways than before. At the early reading level, the educational use of picture books needs to focus on building an expert system for skillful decoding.
 Results Letter picture books are effective in promoting visual identification of letter forms, recognition and com-bination of words and materials, and mastery of phonological and representational correspondences. In light of this, the study suggested the following educational uses of letter picture books: visual exposure to different letter forms, opportunities to practice separating and combining graphemes, and play for mastery of phonological and representational correspondences.
 Conclusions This study attempts to bridge the gap between research in cognitive neuroscience and early reading learning by focusing on lettered picture books. Cognitive neuroscience research on reading has provided insights into the development of reading skills and learning to read that cannot be ignored. We look forward to productive communication between various academic disciplines centered on reading.