초등학교 1학년 한글해득부진 아동과 일반 아동의 영역별 발달과 유아기 가정 문해환경 비교

Abstract

The current study compares the developmental levels in different facets under Hangeul acquisition and home literacy environment (HLE) during the preschool period of children in their first grade who had Hangeul acquisition difficulties and those who did not. Study participants included 99 pairs of first graders with Hangeul acquisition difficulties and their mothers, 140 pairs of first graders without such difficulties and their mothers, and 70 teachers. Analysis of covariance and dependent samples t-test showed develop-ment levels in language, literacy, preference for conventional literacy activities, cognition, sociality, and/or emotion were statistically lower in children with Hangeul acquisition difficulties. Additionally, the same children experienced poorer quality HLEs during their preschool period compared to their counterparts, indicating lower levels of emergent liter-acy guidance. However, preference for emergent literacy activities and certain HLEs dur-ing preschool period (literacy interaction, picture book reading interaction, conventional literacy guidance) did not show significant gaps between the two groups. The findings of this study suggest the need for support for families with poorer HLEs before entering school age, and a comprehensive plan to help the holistic development of children who show difficulties in Hangeul acquisition.