다문화가정 유아의 읽기 관련 연구동향

Reading Trends in Young Children of Multicultural Families

본 연구는 다문화가정 유아의 읽기와 관련하여 최근 10년간의 연구동향을 분석하고 중재환경, 중재회기, 중재프로그램 등을 살펴보았다. 연구 목적에 부합하는 선행연구 선정기준에 따라 최종 22편을 선정하여 분석한 결과는 다음과 같다. 첫째, 연구의 전반적 특성 중, 중재환경은 어린이집에서 가장 많은 중재가 이루어졌고 중재회기는 1회기가 가장 많았다. 중재자는 연구자의 직접 중재가 가장 많았고, 연구도구는 취학 전 아동의 수용언어 및 표현언어 발달척도(PRES)가 가장 많이 사용되었다. 연도에 따른 동향은 2010년과 2011년의 연구가 많은 편이고 2012년부터 점차 감소하는 추세였으며 연구유형은 실험연구가 가장 많은 것으로 나타났다. 둘째, 읽기 하위 영역별 특성을 분석한 결과, 유창성과 읽기 이해, 영역 통합으로 연구가 이루어졌으며 대부분 읽기 하위 영역들의 능력이 향상된 것으로 나타났다. 셋째, 읽기 중재전략으로 모델링, 언어적 촉진, 미 개입이 사용되었다. 문헌분석 결과를 바탕으로 다문화가정 유아의 읽기에 관한 중재 연구 및 실제에 대해 논의 및 제언을 제시하였다.

This study analyzed the recent 10 years of research trends related to reading of young children of multicultural families and examined the intervention environment, intervention session, and intervention program. The final 22 studies were selected according to the selection criteria of the preceding studies that matched the purpose of the study. The results of the study, based on the overall characteristics of the study, the characteristics of each sub-area of reading, and reading intervention strategies, are as follows. First, among the general characteristics of the study, the intervention environment was followed by day care center, next home of young children, and kindergarten. And the intervention session was the most in session one. The intermediary was the most frequently conducted by the researcher in person. PRES(Preschool Receptive-Expressive Language Scale) was the most commonly used research tool, and various test tools and intervention programs were used. Yearly trends have been more extension in 2010 and 2011, and have been decreasing since 2012. The most common research type was experimental research, followed by research and qualitative research. Second, as a result of analyzing the characteristics of reading subfields, the study was divided into fluency, reading comprehension, and domain integration. Most studies have shown that the reading subfields have improved their abilities. But the study also showed no difference in the study compared with young children or the general home. Third, what was used as a read intervention strategy was analyzed by modeling, verbal facilitation, and no intervention. Based on the results of the literature analysis, discussion and suggestions on intervening research and practice on reading of young children of multicultural families were presented.