• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.642-657
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• 2022

This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.169-179
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• 2016

This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.376-389
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• 2022

The purpose of this study was to investigate the effects of implementing semantic mapping reading strategy in the science class on high school students' science text reading ability. 3^rd grade students of science core high school in a small and medium-sized city participated in this study for a semester. Texts with socio-scientific issues and chemistry subjects were used to implement semantic mapping reading strategy in the science class. To investigate the changes in students' science text reading ability, experimental group students participated in the pre-reading and post-science reading ability tests and the results were analyzed. The results of this study showed that the mean of the science reading ability test score of experimental group was significantly higher than that of the comparison group. We found that drawing a semantic mapping before solving a reading task made it easier for students to find information and infer meaning from text. It can be seen that students also recognize that the semantic mapping is helpful in understanding the text because it is easy to understand the relationship between concepts by visualizing the content of the text, and can connect their background knowledge with the text content.

• 건강소식
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• v.36 no.3
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• pp.28-29
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• 2012

건강검진을 받으러 가면 가장 먼저 하는 것이 작은 컵에 소변을 담아 오는 소변검사다. 온몸을 돌고 돌아 배출된 소변은 내 몸 상태를 말해준다. 소변검사 후 소변 속 숨겨진 수치로 내 몸 상태를 점검해 보자.

• Proceedings of the KSLP Conference
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• 2008.03a
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• pp.23-23
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• 2008

• Journal of Korean Ophthalmic Optics Society
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• v.18 no.2
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• pp.125-136
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• 2013

Purpose: The aim of this study was to investigate the effect of improving read speed with color filter or without color filter to improve reading disorder of teenager who were diagnosed as Meares-Irlen syndrome through survey inspection with Meares-Irlen syndrome visual stress (MISViS) score. Methods: MISViS subjects were selected from screening survey MISViS results given above 2.13 in the clinical criteria scores (MISViS score). Reading speed were measured quickly and efficiently the rate of reading via test in which randomly ordered common words are read aloud during a minute. Each of the subjects were worn a filter of the lowest concentration in each color filter group composed of 15 groups. Results: MISViS score of MISViS group and control group were 2.57 and 0.66, respectively. Results of reading speed with filter and without filter in MISViS group were $102.27{\pm}27.86$ wpm and $118.87{\pm}26.99$ wpm (p=0.001), respectively, as well as were $132.93{\pm}6.88$ wpm and $133.43{\pm}6.64$ wpm (p=0.131) in the normal group. Associated with error changes with filter and without filter between two groups, skipping in MISViS Group were from $0.25{\pm}0.62$ times to 0 times (p=0.191), Errors were from $1.83{\pm}1.69$ times to $0.17{\pm}0.38$ times (p = 0.004) and, repetitions were 0. skipping in control group were 0 times, errors were from $0.21{\pm}0.43$ times to $0.07{\pm}0.27$ times (p=0.336) and, repetitions were from $0.14{\pm}0.36$ times to 0 (p=0.165). The filter of blue series chosen in MISViS group had higher percentage (40%), whereas, subjects in normal group were more likely to prefer the filter of gray color (29%). Conclusions: This study showed that MISViS score have been used as a significant diagnosis for Irlen syndrome screening. This study found that wearing suitable color filter for MISViS patients were useful to improve learning with regard to reading. Unique color filter selection for MISViS subjects must be carefully considered since fit color filter are different personally.

• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.57-81
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• 2010

The purpose of this study is to examine the balanced English approach program on five-year-old children's English reading and writing ability. For this study, two classes consisting of five-year-old children in HATBEAT kindergarten in D city were selected. One class was designated as the experimental group and the other as the control group. The balanced English approach program was performed on the experimental group but not on the control group. The balanced English approach program was carried out for 8 weeks. The experimental procedures were in the order of pre-test, the experimental treatment, and post-test. The result of the experiment was evaluated by comparing the pre-test and post-test results. Analysis of data was performed by ANCOVA. The result of the study are as follows. First, in the English reading ability, the experimental group was more enhanced than the control group. Also, for sub-factors of English reading such as alphabet and English word reading ability, the experimental group was more enhanced than the control group. However, in the English book reading ability as a sub- factor of the English reading, there was not much difference in the result between the experimental group and the control group. Second, in the English writing ability, the experimental group were more enhanced than the control group.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.107-127
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• 2013

The purpose of this study was to investigate the differences in children's reading abilities of environmental print and phonological awareness by children's age and the relationship between children's reading abilities of environmental print and phonological awareness. The subjects were 90 children, 3 to 4 years of age. The Children's Reading Abilities of Environmental Print Scale (CRAEPS) developed by Son (2012) and Phonological Awareness Scale (PAS) revised by Choi (2007) were used to measure children's reading ability of environmental prints and phonological awareness. The results of this study were as follows: Firstly, 4-year-olds performed significantly better than 3-year-olds on the environmental print reading tasks. Also, 4 year-olds scored significantly higher than 3-year-olds in syllable counting, syllable deletion, and phoneme substitution. Secondly, children's scores on the environmental print reading tasks were positively correlated with phonological awareness. In other words, the 3-year-olds who could read environmental prints better got higher scores in syllable counting and the 4-year-olds who could read environmental prints better got higher scores in syllable counting, syllable deletion, and phoneme substitution.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.251-271
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• 2001

교사가 이야기책을 반복하여 읽어주는 (a multiple reading) 과정에서 아동이 새로운 단어에 해당하는 그림을 보고 그 단어를 명명하게 하는 (a labeling strategy) 읽기 방법이 아동의 어휘획득에 연령과 경험에 따라 차별적인 효과를 가져오는가, 또한 동일한 읽기 방법이 그룹 상황에 적용되었을 때 일대일 상황에서 얻어지는 효과와 같은 효율성을 갖는가의 문제가 각각의 실험에서 다루어졌다. 양 실험에서 각 연령 (4, 5세) 집단은 그림 어휘력 검사의 표준 점수 결과를 기준으로 하여, 상 하 두 어휘력 집단으로 나뉘어졌다. 아동이 설정된 새로운 단어를 획득한 결과는 comprehensive와 productive 어휘력 검사를 통해 측정되었다. 첫 번째 실험에서 4세와 5세 아동들은 각 연령 집단에서 교사가 일 대 일로 이야기책을 읽어줄 때, 수동적으로 듣거나 또는 설정된 단어에 해당하는 그림을 보며 직접 명명할 수 있었다. 두 번째 실험에서는 첫 번째 실험에 참여한 4세 아동들이 같은 읽기 방법으로 그룹 상황에서 읽혀졌다. 첫 번째 실험 결과, 새로운 단어를 comprehend 하고 produce 하는데 5세 아동이 4세 아동 보다 나은 기제를 갖고 있는지는 분명히 밝혀지지 않았다. 결과를 통해 분명하게 밝혀진 것은 이야기책이 읽혀지는 동안 얻어지는 comprehensive 어휘와 productive 어휘에는 차이가 있다는 것이다. 아동들은, 특히 어릴수록, 새로운 단어를 comprehend 하는데 있어서는 labeling strategy의 효과를 보지 못한 반면, 단어를 produce 하는데 있어서는 동일한 방법이 단순한 반복 읽기 보다 효과적이었다. 덧붙여, 어휘력에 있어 상위 집단에 속한 아동이 하위 집단에 속한 아동 보다 더 많은 단어를 comprehend 하고 produce 한다는 점을 확인시켰다. 두 번째 실험 결과는 그룹 상황에서 4세 아동에게 이야기책을 읽어줌으로써 새로운 단어를 획득하게 할 수 있다는 것을 보여 주었다. 사용된 labeling strategy는 특히 productive 어휘 획득에 효과적인 것으로 나타났으며, 따라서 일대일 상황에서 뿐 아니라 그룹 상황에서도 중요한 요소로 보였다. 덧붙여, productive 어휘 획득에 있어서 labeling strategy의 효과는 어휘력에 있어 하위 집단에 속한 아동에게는 상황에 따라 다른 결과를 가져왔다. 즉, labeling strategy의 효과에 있어서 하위 집단의 아동들은 그룹보다 일대일 상황에서 productive 어휘를 더 많이 획득했다. 연구결과, productive 어휘력 발달을 위하여 교사는 일대일 책읽기 뿐 아니라 그룹 책 읽기에서도 labeling strategy를 사용하는 것을 고려해야 하며, 비교적 적은 어휘력을 갖고 있는 아동에게는 일대일 상황에서 labeling strategy를 사용하여 이야기책을 읽어주는 시간을 할당할 것을 제시했다.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.3
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• pp.25-35
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• 2018

Objective : The purpose of this study was to identify changes in reading ability among children with Borderline Intelligence by applying an electronic media reading training protocol. Methods : A picture book reading training protocol was applied to 10 childrens with borderline intelligence using electronic media to improve reading skills. This protocol was performed for 10 session once a week. After the analysis of the content validity index about the protocol presented in this study, this prococol was applied to the subjects. To analyze the changes of the reading ability for the subjects, KNISE-BAAT type A and B reading test were used. Results : According to the tests taken before and after implementing, the Application of Picture Booking Training Protocol using Electronic Media there was a significant improvement in Reading ability (Understanding words, Completion sentence, Vocabulary selection, Vocabulary arrangement, Understanding short text). However, there was no significant difference in Oral Reading. Conclusion : Application of Picture Booking Training Protocol using Electronic Media may be used as a beneficial measure to improve the reading abilities of children with Borderline Intellectual.