본 연구는 문해와 관련된 유아 또래간 상호작용의 내용과 효율성을 밝히는데 목적이 있다. 연구 결과는 다음과 같다. (1) 또래간에 교환된 문해정보의 주된 내용은 글자 자체, 문해의 기능, 문자의 관례, 이야기 내용, 어휘, 및 상황을 이용한 문자인식이었다. (2) 문해정보의 정확성은 그 비율에 있어서 정확한 정보의 비율이 가장 높았고 그 다음으로 정확성을 평가할 수 없는 정보, 부분적으로 정확한 정보, 부정확한 정보의 순서였다. (3) 또래간 상호작용 도중 문해에 관련된 문제에 봉착한 경우 유아들은 일반적으로 상호작용을 통해 문제를 해결했다.

The present study was conducted to explore the content and effectiveness of literacy-related peer interaction among 3- and 5-year-old preschoolers. This study consisted of nineteen, 3-year-old and thirty-one, 5-year-old children. Their interactive events at the literacy tables were observed, audiotaped, and later transcribed. Children`s literacy related peer interactions were analyzed and described in terms of kind, and accuracy of information, and whether the literacy-related problem was solved or not. The results included : (1) The major kinds of literacy information in which children exchanged with each other were letters/words, literacy functions, print conventions, story content, vocabulary, and use of context-sensitive strategy in reading. They coincided with basic literacy knowledge which has been commonly noted by researchers. (2) For both age groups, the proportion of accurate information was the highest, followed by not applicable, partially accurate, and wrong information. (3) For both age groups, children generally solved the literacy-related problem through peer interaction. Results of this study indicated that children were substantial sources of peers` literacy learning.