본 연구는 유아의 문어교육에 있어 효과적인 지도 방법을 모색하기 위해 그림책을 중심으로 하는 상호작용적 문해교수방법과 학습지를 중심으로 하는 교사 중심의 형식적 교수방법을 비교한 것이다. 만 3∼4세 유아 48명을 대상으로 8주간의 실험처치를 하였다. 연구결과 그림책을 사용한 집단이 학습지를 사용한 집단보다 유아의 문어능력이 우수한 것으로 나타났으며, 그림책을 이용한 문해 활동은 유아의 초기 읽기 능력과 쓰기 능력을 점진적으로 증진시키는 것으로 밝혀졌다.

The purpose of this study was to seek an effective method of teaching written language to young children. This study was to conceived to compare the effects of literature-centered method focusing on interactive activities to worksheet-centered activities on early literacy. 48 children aged 3 to 4 who were proven to have the same ability were selected and divided into an experimental group(27) and a comparison group(21). The experimental group used literature-centered methods using big picture books, white the comparison group was provided with worksheet-centered activities. Each group had a lesson for 30-35 minutes, three times per week for eight weeks. A series of pre-tests such as letter reading test, emergent literacy test, and re-reading from writing test, were individually administered. The major findings wree as follows: 1) The mean difference in early literacy abilities between the experimental group and the comparison group was statistically significant. 2) The literature centered activities improved early reading activities and writing abilities. The children`s reading activity developed into letter-governed reading from picture-governed reading and their early writing ability gradually improved.