• Journal of Korean Library and Information Science Society
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• v.52 no.3
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• pp.197-215
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• 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 Digital Convergence
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• v.14 no.7
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• pp.1-10
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• 2016

The study researches regarding changing in reading and auditory perception ability after intervening dyslexia high-risk group of middle and high school students for improvement on auditory processing of neurological factors, and then aims to make a systematic intervention program for dyslexia students in verifying efficacy. The target of study is dyslexia high-risk group of 168 middle and high school students after a preliminary screening test in Childcare Facilities which are vulnerable social group in Gyeonggi province. They are tested deeply by reading and auditory perception ability, and then 24 students are selected. They are tested 20 times by auditory perception simulation and fluent reading train in TOMATIS Method for improving auditory system which transmits language information, and then are taken by post tests. In conclusion intervention efficacy is sure because reading, understanding, and auditory processing ability are in significant change of statistical analysis after preliminary and post tests. It is an important achievement to show necessity of neurological science access in diagnosis and intervention method of dyslexia through the research.

• Journal of Naturopathy
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• v.10 no.1
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• pp.48-55
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• 2021

Purpose: People with intellectual disabilities are vulnerable to the use of receptive and expressive vocabulary. The purpose of this study was to investigate the effect on the receptive vocabulary and the expressive vocabulary after teaching reading education to adults with intellectual disabilities living in facilities using picture fairy tales. Methods: The subjects of this study were 12 adults with intellectual disabilities under the age of 20 to 40 residing in residential facilities. They were divided into 6 test groups and 6 control groups, and gave a total of 12 sessions of 60 minutes per session, and reading instruction using picture fairy tales. Results: In the test group that conducted reading activities using picture fairy tales, the use of the receptive vocabulary was significantly improved, and the use of the expressive vocabulary was significantly improved. There were no significant results in all of the control groups. Conclusions: This study had the effect of improving the use of receptive vocabulary and expressive vocabulary after teaching reading using picture fairy tales for the disabled. It is estimated that this result will be the basis for research in this field.

• (The) Korean Journal of Educational Psychology
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• v.31 no.2
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• pp.265-282
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• 2017

The purpose of this study was to applicate systematic RTI educational service by providing reading fluency program to identify high-risk students with dyslexia of a shadow zone based on their growth rate. Twenty-two students of 1st to 5th graders were selected as study subjects through "2016 Kyungi-Do Project of the Dyslexia Excellence Program". An individualized reading fluency program was provided through 8-10 sessions over a period of 3 months. The program was developed based on evidence-based reading strategies with the consideration of each student's educational needs. As results, three groups were identified with their learning growth rates: concerned, improving, and discrepancy groups. The study identified three students in a discrepancy group as students with dyslexia. Based on these results, implications and suggestions for further educational identification process along with effect programs were discussed.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.2
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• pp.26-35
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• 2021

Objective : The purpose of this study is to investigate the effect of Interactive Metronome (IM) training on the reading fluency of an elementary school student. Methods : This study followed the ABA design, a single-case research method, and was conducted on one elementary school student. From October 2019 to December 2019, a three-session baseline phase (A), twelve-session intervention phase (B), and three-session post-baseline phase (A') were conducted. The intervention was IM training, and long-form assessment (LFA) of IM and BASA:R were performed for each session. In addition, BASA:R was conducted three times at baseline and post-baseline. Result : Compared with baseline, there was a significant improvement in reading fluency after the IM training intervention. Conclusions : IM training can be useful for increasing reading fluency. The results of this work demonstrate the efficacy of IM training as a clinical intervention to improve reading fluency in elementary school students.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.301-319
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• 2008

This study investigated the effectiveness of reading intervention on at-risk readers from first through third grade. The 34 children below the 20th percentile on an oral reading fluency test participated in the reading intervention program for 15 weeks. They received small group instruction in one 40-minute session per week. Data were analyzed with one-way ANOVA, paired t-test and effect size for individual cases. Upon completion of the intervention, at-risk first graders showed significantly higher performance in print concept, word recognition, oral reading fluency and reading comprehension. The at-risk second and third graders improved only in oral reading fluency. Most of children who received the intervention demonstrated a large effect in oral reading fluency.

• 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.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.55-66
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• 2021

Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.

• Journal of the Korea Society of Computer and Information
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• v.18 no.4
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• pp.201-211
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• 2013

The purpose of this study is to identify the educational effects of Whole language approach through ICT Education to see children with intellectual disorders's change after praticing this program. It's specially meant determine specially, It's impact on reading ability. by focusing reading comprehension. (comprehension of detail contents and memorizing of detail contents.) that is differences of other existing research. The subjects are 14-16 years old who are with intellectual disorders and This study utilized a single case. (1) Is there any effects of the whole language approach through ICT Education on comprehension of detail contents, (2) Is there any effects of the whole language approach through ICT Education on memorizing of detail contents. The result showed the following: First, the Whole language approach served to increased comprehension of detail contents of children with intellectual disorders. Second, the Whole language approach served to increased memorizing of detail contents of children with intellectual disorders. Third, the Whole language approach given to positive influence about maintenance that comprehension of detail contents and memorizing of detail contents of children with intellectual disorders.