글자 그림책 읽기 과정에서 나타나는 유아의 문학적 반응 연구

초록

The purpose of this study was to explore young children's responses during shared alphabet book reading and to understand how they made sense of alphabet books. The participants were 12 four-year-old children at A Kindergarten in S city. They participated in reading activities 24 times for 8 weeks. Data include video recordings of book reading sessions, transcriptions of classroom interaction during alphabet book reading, reflective journals, and interview data with the teacherincharge. The analyses of children's responses were classified into four categories: informative-, heuristic-, personal- and imaginative responses. The results of the analyses showed that shared alphabet book reading provided the children with opportunities to read and understand letters. The children attempted to pronounce phonemes and syllables in words in the alphabet books and demonstrated their interests in letters by sharing words starting with the same phonemes or alphabets. The young children also actively participated in alphabet book reading sessions and successfully constructed the meaning of the alphabet books. The results of this study indicate that alphabet books are valuable resources for facilitating children's literacy development and enhancing their interests in reading.

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