• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.649-667
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• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.193-214
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• 2006

This study is focused on the trends in education and polices for women in Korea. First, historical background of education for women in Korea revealed that a biased view of education for women was deeply rooted. Next, several findings such as international comparison of performance on the PISA, TIMSS, and National Assessment including gender differences especially in Mathematical and Science performance were analyzed. In international assessments, female students perform better in reading literacy, but still fall behind male students in mathematical and scientific literacy, and the gap between the genders are wider than most OECD countries. The change in status of women in contemporary Korea is examined focusing on educational system and women's educational and vocational performance, etc. Additionally, policies planned by Ministry of Science and Technology which show the many execution plans for training and supporting female professionals were presented. Finally, possible reasons for gender differences in educational performance is examined and some suggestions are provided to reduce the gender gap in mathematical and scientific literacy of Korean students.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.224-232
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• 1996

The present study was conducted to investigate cognitive characteristics of children with dyslexia and/or attention deficit/hyperacidity disorder. Cognitive characteristics were evaluated by using KEDI-WISC, the Basic Achievement Test, TOVA, MFFT, and neuropsychological tests. ADHD group showed significantly lower level of performance in response time for correct responses and presented variability for correct responses in TOVA. Dyslexia and mixed group showed lower performance in Reading I and Reading II, Writing subtest in the Basic Achievement Test than those of ADHD group and in Information subtest of KEDI-WfSC. In order rd determine the diagnostic effectiveness of each psychological tests, discriminant analysis was conducted. In this analysis, 11 subtests of KEDI-WISC and 4 variables of TOVA, 4 subtests of the Basic Achievement Test, and MFFT, WCST were included as independent variables and each diagnostic roups were dependent variables. Discriminant analysis indicated that overall percentage of correct classification was 93.88%. The clinical implifications and limitations of the present study were listed and discussed.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.209-212
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• 2010

오늘날 학교 현장에서 교실에 비치된 TV를 통한 멀티미디어 자료 제시를 빼놓고는 수업을 진행할 수 없을 정도로 멀티미디어 자료는 큰 역할을 하게 되었고, 그런 관계로 멀티미디어 자료와 아동의 학성성취도의 연관관계를 분석하는 많은 연구가 이루어지고 있다. 그 중 멀티미디어 학습자료 제시 유형이 학생의 학업성취도에 미치는 영향에 대한 분석이 있다. 여러 가지 논문에서 애니메이션 학습자료는 텍스트보다 녹음자료와 함께 사용되는 것이 아동의 학업성취에 유리하다는 결론을 내리고 있다. 하지만 정확하게 읽고 텍스트를 해독하는 능력이 뛰어난 아동들, 즉 읽기 유창성이 뛰어난 아동들에게서 어떤 결과가 나오는지 분석된 결과는 없다. 따라서 본 논문에서는 읽기 유창성이 우수한 집단과 그렇지 않은 집단과의 비교 결과를 통해 과거의 분석된 결과가 그대로 유의미한지를 검증할 것이며 이러한 결과를 통해 좀 더 효율적인 멀티미디어 학습 자료의 쓰임을 제시하는데 많은 도움을 줄 수 있을 것이다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.2
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• pp.109-118
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• 2016

Objectives: The aim of this study was to develop the computerized Comprehensive Learning Test-Reading (CLT-R) to evaluate the cognitive processes and achievements related to their basic reading ability and identify dyslexia in children and adolescents in South Korea. We also obtained the normative data and evaluated the reliability and validity of the test. Methods: We developed the CLT-R, including the word attack/nonword decoding, paragraph reading, sound blending, nonword repetition, rapid automatized naming, letter-sound matching, visual attention, orthography awareness, and digit span tests, for the purpose of diagnosing dyslexia. We investigated the reliability and validity of the tests and gathered the normative data from 399 subjects (male 48.9%), aged 5-14 years, from the last grade in kindergarten to middle school, dwelling in Seoul and Gyeonggi Province, South Korea. Results: No statistical differences were observed between the means of the tests and retests of the CAT. The mean of the correlation coefficient of the test-retest scores was 0.85. According to the construct validity test calculated by principal constant analysis using the oblique rotation method, 4 factors explained 70.0% of the cumulative variances. In addition, the normative data were obtained for all of the CLT-R subtests. Conclusion: The computerized CLT-R can be used as a reliable and valid tool to evaluate the reading achievement and reading related cognitive process in Korean children and adolescents in schools, clinics, and research institutes.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.383-393
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• 2015

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

• Journal of Korean Library and Information Science Society
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• v.37 no.3
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• pp.381-414
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• 2006

This paper analyzed the impact of school library programs on student achievement in the United States focusing on the following five studies: the Colorado Study I(l993), II(2000), the Texas Study(2001), the Missouri Study(2003), and the Illinois Study(2005). All five studies, which used correlation analysis, factor analysis, and multiple regression showed a positive and statistically significant relationship between school library programs and student achievement: That is when school libraries have higher levels of professional and. total staffing, larger collections of print and electronic resources, and more funding, students tend to earn higher scores on state reading tests. This paper also investigated the NCLB Act in relation to enhancing children's literacy and school library reading programs.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• Journal of Digital Convergence
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• v.19 no.11
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• pp.625-633
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• 2021

This study is aimed to verify the impact of health literacy on communication competence in nursing students. 104 nursing students participated in this descriptive research with an online self-reported questionnaire from May 3 to 21, 2021, at a university located in G city. The data were analyzed by two-sample t-test, ANOVA and hierarchical regression with SPSS program. The score of health literacy was 48.62/66 and the communication competence was 59.60/75. More than half perceived that the average reading level of Korean adults was higher than the actual. subjective health status(β=.309, p<.001), health literacy(β=.284, p=.002) and subjective academic grade(β=.235, p=.009) had significant influence on communication competence in the nursing students(F=10.546, p<.001). The explanatory power increased 7.3% more by adding health literacy(F=10.339, p=.002). To enhance communication competence of nursing students, more systematic curriculums to improve health literacy are needed.