초1 한글해득부진아동과 일반아동의 유아기 문해상호작용 프로파일에 따른 문해활동 선호도 및 기초학습능력 차이

Abstract

The current study aims to categorize the different preschool literacy interaction profiles among first graders with Hangeul acquisition difficulties (HAD) and their typically developing peers. Its objective is to compare the different groups, on their preference for literary activities at age 5 and first grade basic academic skills. Latent profile analyses were executed for 99 dyads of children with HAD and their mothers, and 140 dyads of typically developing children and their mothers. First graders with HAD exhibited 5 different pat-terns of preschool literacy interaction profile: inefficiently passive, passively interactive, quantitatively neutral, qualitatively neutral, and actively interactive. For typically develop-ing first graders, there were 4 patterns: directive-passive, overall average, non-directive-active, and balanced-active. For preference for literary activities, the actively in-teractive group under children with HAD and the balanced-active and nondirective-active groups for typically developing children showed high levels. Regarding basic academic skills, the actively interactive group scored higher than the inefficiently passive and pas-sively interactive groups for children with HAD. On the other hand, typically developing children showed that the nondirective-active group scored higher than the overall average group. Such results provide important suggestions and potential directions for developing education programs for parents or intervention plans for children.