• 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.

• Journal of Korean Library and Information Science Society
• /
• v.52 no.3
• /
• pp.197-215
• /
• 2021

This study analyzed experimental studies of intervention programs provided to improve reading comprehension of elementary school students using a systematic review research method. Cochrane's handbook was applied, and key questions were formulated according to the PICOTS-SD. The inclusion and exclusion criteria were applied to 1,610 papers searched in KCI, and the final 18 cases were selected for analysis. The risk of bias was evaluated using the 'RevMan5' tool provided by Cochrane. As a result of the evaluation, the risk of bias was low in most areas. And for the qualitative analysis of these papers, a data summary table was prepared. As a result, the types of intervention programs were diverse, and in many cases, upper grade students were applied. The size of the experimental group ranged from 6 to 29, and there were more QED-based studies than RCT-based studies. The most mediation time was 40 minutes, and the number of mediation sessions was 8 to 24. And in all studies, the intervention programs were found to be effective in improving reading comprehension.

• Journal of Korean Library and Information Science Society
• /
• v.52 no.4
• /
• pp.205-228
• /
• 2021

This study focuses on the development of checklist on articulating reading appreciation, which will be used as the initial data for book recommendation for library users. As reading comprehension is prerequisite for reading appreciation, researchers analyzed research articles on reading comprehension to find out the core factors on reading comprehension and categorize them. Studies on reader response theory and literacy education were also examined: key words and phrases that will stimulate readers' response to reading were extracted and formed as questions. These questions were reviewed by experts on reading education. The final checklist consists of 14 questions - 4 questions on literal·inferential comprehension, 3 on evaluative comprehension, and 3 on appreciative comprehension.

• Korean Journal of Child Studies
• /
• v.30 no.1
• /
• pp.59-75
• /
• 2009

The purpose of this study was to verify the validity and reliability for the Test of Oral Reading and Comprehension Skill (Gardner, 2000) for Korean lower level elementary school children. Subjects were 122 first to third grade students, tested individually. The vocabulary and comprehension sub-tests of K-WISC III and the reading comprehension test of Basic Academic Skills Assessment (Kim, 2000) were used to verify concurrent validity. Internal reliability was determined by internal consistency coefficients. Results verified concurrent validity. Test scores differed significantly by grade level. Test reliability was also confirmed. In conclusion, the Oral Reading and Comprehension Skill Test (Gardner, 2000) is reliable and valid for examination of reading comprehension skills for Korean lower level elementary school children.

• (The) Korean Journal of Educational Psychology
• /
• v.22 no.1
• /
• pp.215-234
• /
• 2008

This study investigates the effect of cloze procedure using either cartoons or texts on academic interests and reading achievements. Three equivalent classes were selected from an 1st grade in elementary school in terms of academic interests and reading achievements. While two experimental conditions used cloze procedure either with cartoons or texts during 15 lessons, the control condition used a traditional reading procedure. The results indicated that cloze procedure with cartoons enhanced academic interests in reading only for low achievement participants. Cloze procedure condition also outperformed the control condition on both immediate and delayed dictation test. In particular, cloze procedure with cartoons were quite effective for low achievement participants. Lastly, both types of cloze procedure facilitated overall comprehension test score, specifically inferential understanding test score but not factual understanding test score. Based on these findings, the types of text and learning strategy to improve academic interests and reading-related achievements were discussed.

• Proceedings of the KSLP Conference
• /
• 2003.11a
• /
• pp.148-148
• /
• 2003

목적 : 베르니케실어증환자의 치료에 있어서 전통적 기법은 청각적 이해력을 높이기 위해 청각변별력을 직접적으로 치료한다. 그에 반해 Helm-estabrooks 등(1991)에 의해 개발된 TWA(Treatment for Wernicke's Aphasia)는 읽고 이해하기(reading comprehension), 구두읽기(oral reading), 따라 말하기(repetition)등의 과정을 통해 재청각화(reauditorization)를 유발하여 청각이해력(auditory comprehension)을 향상시키는 언어치료 프로그램이다. 본 연구자들은 TWA가 베르니케실어증을 가진 한국인의 재청각화에도 효과적인지를 알아보고자 하였다. (중략)

• Journal of the Korean Home Economics Association
• /
• v.43 no.6 s.208
• /
• pp.1-12
• /
• 2005

This research analyzed the effect of activity-centered reading band on Korean fairy tales on children's reading attitude and comprehension. The reading altitude of the experimental-group children exhibited more meaningful change in such subordinate areas as academic reading attitude. The academic reading attitude of the male experimental-group had higher improvement than that of the female experimental-group. In addition, the reading comprehension scores of the experimental-group children were higher than those of the control-group children. The reading program effects on reading comprehension were more meaningful in girls in the experimental group than boys in the group. Therefore, the results of this study have demonstrated the necessity of the development and application of a Korean fairy tales program for reading and an activity-centered reading program.

• The Journal of the Korea Contents Association
• /
• v.15 no.5
• /
• pp.630-638
• /
• 2015

This study examines university students' reading strategies based on English proficiency and reading anxiety. A total of 86 university students participated in the study and completed two questionnaires related to reading strategies[9] and reading anxiety[10]. The collected data was quantitatively analyzed using SPSS 21. The results indicated that advanced and intermediate students preferred to use Problem Solving Strategies(PROB), whereas beginning level readers tended to use and Global Reading strategies(GLOB). There was no significant relationship between reading anxiety and reading strategies. However, there were some differences between two groups. High anxiety students preferred to use reading materials and textual clues and try to focus on their reading when they have a difficulty. Low anxiety students tended to adjust reading pace and try to focus on comprehension and reread when they lost their focus. Based on the results of the study, several implications and limitations were discussed.

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

• Phonetics and Speech Sciences
• /
• v.16 no.2
• /
• pp.83-90
• /
• 2024

This study aimed to explore phonological retrieval and phonological memory skills in second to third graders with dyslexia, poor comprehension, and typical development. The participants included 17 children with dyslexia, 17 children with poor comprehension, and 24 typically developing children. Children with dyslexia scored below 85 on the word decoding test, poor comprehender scored above 90 on the word decoding, and below 85 on the reading comprehension test and typical children scored above 90 on both reading tests. All participants were assessed on rapid automatized naming (RAN) and nonword repetition (NWR). The result indicated that children with dyslexia performed significantly worse on RAN and NWR tasks than other groups. However, there was significant differences between poor comprehender and typically developing children. Furthermore, only RAN were significantly correlated with word decoding and reading comprehension in children with dyslexia. For typically developing children, RAN was correlated with word decoding and reading comprehension, while NWR had a significant correlation with reading comprehension. No correlations were found between these variables for poor comprehender. The finding suggests that children with dyslexia showed difficulties on phonological retrieval and phonological memory, which are essential for reading development while poor comprehender do not have difficulties with phonological processing skills. Phonological processing deficits may underlie word decoding difficulties in dyslexia.