초등학생 학부모의 문식성에 대한 인식과 문식 활동 및 자녀 지원 방식
Perceptions of literacy, literacy activities, and methods of supports from the parents of elementary students
개념
키워드
family literacy(가정 문식성), parents' literacy activities(부모의 문식활동), parents' attitude toward literacy(부모의 문식 활동에 대한 태도), ways of child supports of parents for literacy(부모의 자녀 문식성 지원 방식), family literacy(가정 문식성), parents' literacy activities(부모의 문식활동), parents' attitude toward literacy(부모의 문식 활동에 대한 태도), ways of child supports of parents for literacy(부모의 자녀 문식성 지원 방식)
초록
The purpose of this study is to identify how Korean parents provide literacy supports for their elementary school children at home. This was based on the previous study result showing that family makes the most important influence on student's development and learning in literacy.
 The survey was targeted on 4,986 parents of grades 3 ~ 6 students in 13 elementary schools located in Gyeongin area. In the 'out-of-school literacy activities questionnaire for parents' developed by five experts majoring in Korean language education and education evaluation, questions were given on the parents' perceptions of literacy, their literacy activities, and methods of literacy support for children.
 The study result showed that the attitude of the parents toward reading and writing was insufficient to be seen as positive. They did not like reading and writing, but fully understood the values. Parents' average reading hours per day was 94.46 minutes and the average writing hours per day was 46.06 minutes, which indicated that reading hours were more than twice longer than writing hours. In terms of parents' literacy support method for children, verbal support method was mainly used for