• Journal of Digital Convergence
• /
• v.13 no.3
• /
• pp.295-304
• /
• 2015

We assessed reading-related skills in children with reading comprehension difficulties ("Poor comprehenders"), word decoding difficulties ("Poor decoders") and normal readers, matched for age and nonverbal IQ. The reading-related skill tests used in our study are phonological processing, visual processing test, and receptive vocabulary test. The authors argue that children who had difficulty in reading comprehension had lower scores only on the phonological short-term memory test compared with normal readers, although their performance on receptive vocabulary and visual processing tests are comparable to normal readers. The results of our study revealed that poor decoders had lower scores on the phonological processing, visual processing, and receptive vocabulary tests.

• Korean Journal of Child Studies
• /
• v.30 no.2
• /
• pp.15-28
• /
• 2009

This study focused on the comprehension of texts written either in Korean script (Hangul) or Chinese script (Hanja). For this purpose, we measured the reading time and the correct response in text comprehension tasks with 104 Korean-Chinese children who were either 10 or 19 years old. There was a main effect of script : The reading time of Hanja texts was shorter than that of Hangul or Hangul Hanja mixed texts. But the older subjects who spent the same reading time in both Hangul and Hanja texts showed the longer reading time in Hangul Hanja mixed texts revealing the interaction between age and script. The correct response rate on the comprehension task was the highest in Hangul text. The results were discussed in relation to the independent dual language processing systems in Korean-Chinese.

• Korean Journal of Child Studies
• /
• v.32 no.6
• /
• pp.157-185
• /
• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.

• Journal of Korean Academy of Nursing
• /
• v.42 no.6
• /
• pp.879-888
• /
• 2012

Purpose: There is evidence that parent-child cohesion is a potentially influential factor in children's self-esteem and acculturation. However, no research to date has examined cohesion with parents as a potential pathway between Korean proficiency and self-esteem or acculturation among children from multicultural families. This study was done to address these limitations by examining whether and to what extent cohesion with parents mediated the effect of Korean proficiency on self-esteem and acculturation among children from multicultural families. Methods: Data were collected from a sample of 138 mothers and their children living in Seoul, Daegu, Kyungi province, and Kyungpook province. Multiple regression analysis was used to examine the relationships between the variables of interest. Mediation effects of cohesion with parents were tested by following the procedure recommended by Baron and Kenny (1986). Results: Cohesion with parents partially mediated the relationship between Korean proficiency and self-esteem. For children's acculturation, the effect of Korean proficiency was partially mediated through father-child cohesion. Mother-child cohesion completely mediated the relationship between Korean proficiency and acculturation. Conclusion: These findings suggest that to help children from multicultural families experiencing difficulties with self-esteem or acculturation, it might be useful to develop programs that are aimed at strengthen cohesion with parents.

• Journal of the Korea Convergence Society
• /
• v.11 no.6
• /
• pp.51-57
• /
• 2020

Children with language developmental disabilities often struggle through their lives from a lot of challenges in everyday life and social activities. They're often easily deprived of the opportunity to engage in social activities, because they find difficulty in understanding or using language, a core means of communication. With regard to this issue, AAC(Augmentative and Alternative Communication) can be an effective communication tool for children who are suffering from language disabilities. In this paper, we propose a deep learning-based AI service to make full use of the pictogram as an AAC tool for children with language developmental disabilities to improve not only the ability to interact with others but the capacity to understand language. Using this service, we strive to help these children to more effectively communicate their intention or desire and enhance the quality of life.

• Korean Journal of Culture and Social Issue
• /
• v.19 no.3
• /
• pp.343-365
• /
• 2013

This study examined the effects of various individual differences on children's memory of a stressful experience. The participants for the current study were children (N=85) aged 4-9 years those who experienced a naturally occurring stressful experience from a dental procedure. There was overall negative relation between the level of stress and children's memory performance. However, more interestingly, the results of this study provided some further evidence that several cognitive (i.e., receptive language ability and working memory capacity) and emotional (i.e., children's general anxiety condition, children's self-report of pain and anxiety about the event) individual difference factors were associated with variations in children's remembering across ages. The results suggest that the relation between stress and children's memory might be impacted in part by children's various individual characteristics. Furthermore, the findings are discussed in the applied context that based on the results clinical and legal professionals can tailor interviews to best meet children's needs and capabilities, and create developmentally and individually sensitive guidelines for interviewing children in the legal system.

• The Journal of the Korea Contents Association
• /
• v.13 no.3
• /
• pp.444-455
• /
• 2013

The purpose of this study is to explore the selection attributes for parents of children with language disability when choosing a clinic. The data collection was carried out in 3 steps: the preliminary survey, first open survey and second survey in AHP(Analytic Hierarchy Process). The subjects of were 252 in total. The results were as follows: First, The order of priority attributes in superior categories for parents of children with language disability when selecting a clinic were 'therapist-related attributes', 'program-related attributes' and 'physical-related attributes' in turn. The top 5 priority attributes in subcategories were 'therapist's academic background and major', 'ability to make a rapport', 'clinical experience and qualification of therapist', 'kindness and confidence' and 'counseling program for parents'. Second, The parents of preschoolers age 6 and younger chose 'clinical experience and qualification of therapist', 'counseling program for parents' and 'learning materials' for the most priority attributes, whereas the parents of students age from 7 to 12, considered 'therapist's academic background and major', 'clinical fee' and 'distance transport parking' more importantly to select a clinic. The results of this study provided preliminary data for successful planning of speech and language therapy.

• 한국정보교육학회:학술대회논문집
• /
• 2009.08a
• /
• pp.213-219
• /
• 2009

정보사회와 함께 무선 인터넷이 발달하고 모바일 기기를 이용해 많은 정보들이 교류되면서 교육분야에서도 모바일기기 및 첨단 매체들이 활용되고 있다. 본 논문의 목적은 자폐아동의 의사소통 기능을 향상시키기 위하여 여러 논문을 성찰하여 강화된 환경중심 언어중재 (Enhanced Milieu Teaching : EMT)를 활용하여 의사소통을 신장시킬 수 있는 모바일 프로그램을 설계하였다. EMT는 아동의 기능적 의사소통을 촉진하는 환경 조절 전략과 상호작용을 촉진하는 반응적 상호전략을 결합하여 중재하는 것으로서 본 시스템의 특징은 다음과 같다. 첫째, 학교생활에서 의미있게 반복될 수 있는 5가지 상황을 주제 내용으로 선정하여 의사소통 목표어와 상황의 유기적인 관련성을 갖고 의사소통 능력을 학습하고 효과를 높일 수 있도록 설계하였다. 둘째, 시간과 공간의 제약을 벗어날 수 있는 모바일 시스템을 활용하여 무한하게 반복할 수 있음으로써 의사소통 목표어의 일반화에 도달할 수 있는 시간을 절약할 수 있다. 셋째, 학습자의 수준에 따른 개별적, 수준별 STEP을 제공하며, 의미 있는 상황을 통해 의사소통 목표어를 학습하게 되므로 자폐성 아동의 자발적 의사소통에도 긍정적인 영향을 제공할 수 있다.

• Korean Journal of Child Studies
• /
• v.31 no.4
• /
• pp.61-74
• /
• 2010

The present study sought to examine parent-child relational factors associated with young child's language abilities according to socioeconomic status. To do so, the survey responses of 2,269 parents of 0- to 5- year-olds, taken from research on the Actual Condition of Korean Children and Youth were analyzed. The results were as follows : (1) Low-income families had significantly fewer toys related to literacy than middle and upper-income families. (2) There were fewer instances of parent-child play interactions as well as lower scores of parenting styles and beliefs in low-income families than in middle and upper-income families. (3) Although there was no difference in terms of language abilities from 0- to 1-year-old children according to socioeconomic status, 2-, 3-, 4- and 5-year-old children from low-income families exhibited significantly lower language scores than children from middle- and upper-income families. (4) Toys related to literacy and parent-child relational factors were positively related to children's language abilities. (5) It can be further argued that toys related to literacy and parent-child relational factors clearly predict children's language abilities.

• Journal of Gifted/Talented Education
• /
• v.10 no.2
• /
• pp.47-69
• /
• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.