• Venture DIGEST
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• s.95
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• pp.12-17
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• 2006

세계화와 더불어 규제의 강화, 경쟁의 심화 등 조직을 둘러싼 환경이 급변함에 따라 체계적인 지식관리를 통한 조직의 경쟁력 강화와 혁신을 추구하는 사례가 늘어나고 있다. 지식 자원의 가치를 극대화하기 위한 지식관리시스템(KMS)이 기업 경영의 핵심요소로 자리 잡아가고 있는 것이다.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.227-239
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• 2011

In this paper, a mobile system is designed and implemented for children with learning disabilities. The system is designed to improve reading skills of those students. The reading skill is very basic and essential ability for various subjects. In this paper, the proposed mobile system is based on PREP that is known as a good theory for improving reading skills of children with learning disabilities. The system has the following characteristics. First, the system can improve the reading skills by providing successive tasks and simultaneous tasks. Second, the system can provide interests by introducing quiz-type study and considering accessibility, and individuality of learning disorder students. Third, the system has user-friendly interface so that the students have easy access to the system. The system is applied to some elementary school students. The following result is obtained: both of reading attitude and reading ability are improved.

• Convergence Security Journal
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• v.18 no.2
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• pp.123-131
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• 2018

The goal of this study is to look deeper into a reading education method for improving cognitive abilities of petty officer majoring students in community college level. Lack of the cognitive ability through the passing status of reading information processing highly can cause a problem for understanding information of context. Therefore, this study redefines the reading step to improve the cognitive ability. also, it sets up progress steps; material selection - learning - inspection - practice based on the cognitive abilities. To achieve those goals, there are two major ways. The first, setting up a proper reading assignment that is suitable for petty officer major students in community college level is a key step for this study. Second, the instructor leads the students to judge their own cognitive ability objectively by using a portfolio curriculum which contains a checking list of the portfolio, structuring a curriculum based on weekly achievements, self-checking, and setting up a direction of practice. The two presented ways are the most effective ways to develop students' cognitive ability based on continuous reading and checking. For the last, the study mentions a proposal for further tasks in this field of the study.

• Journal of the Korean Society for information Management
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• v.38 no.2
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• pp.65-86
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• 2021

In the foreign language education, learners are an important part of education, however in the Korean language education, the study of learners was insufficient compared to the contents of education, teaching methods and textbooks. Therefore, it is meaningful to analyze how learner research, especially learning strategy research, has been conducted and derive areas that need research for better education. In this study, co-word analysis was conducted on the titles of academic journals and dissertations in order to analyze the learning strategy research in Korean language education. I found it is about "reading" that the most studies related to Korean language learners' learning strategies were conducted and those studies' subjects mostly were 'Chinese international students' and 'marriage-immigrants'. In addition, the results of the subgroup analysis on the research topic show four major subgroups: a group related to 'reading for academic purposes', a group related to 'request, rejection, conversation, etc.', a group related to 'writing', and a group related to 'vocabulary, listening'. This shows that the researchers' major interests in studying Korean learner's strategies are "reading" and "speaking" and their studies have been concentrated in the specific areas. Therefore, it is necessary for researchers to study various functions and subjects in Korean language learner's learning strategies.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.378-385
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• 2017

The aim of this study was to analyze cohesion and word information among different types of questions in the English reading section of the College Scholastic Ability Tests (CSAT). The types of questions were divided into three categories: macro reading, micro reading, and indirect writing. Reading texts from 1994 to 2017 CSAT were analyzed by Coh-Metrix, an automated evaluation program of text and discourse. The findings of this study indicated that there were statistical differences among the three categories of questions for noun overlap, stem overlap, adversative and contrastive connective, additive connective, pronoun incidence, age of acquisition, concreteness for content word, imagability, and meaningfulness. The information of the findings bore pedagogic implications for developing textbooks, questions for CSAT, and reading strategies by students.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.2
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• pp.41-57
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• 2014

The objectives of this study is to propose the direction of developing the reading activities of the individuals in the future society, and to develop the "model of Web-based reading strategy", based on the understanding of the information literacy reading strategies, and the characteristic and concept of web 3.0., for adapting to the changes in the media environment. In this study, 6 reading strategy models based on the web platform were developed. These 6 strategy models are Metacognitive Strategy, Information Retrieval Model, Personalization Strategy, Reading Strategy, Writing Strategy and Interpreting Strategy.

• Journal of Information Technology Applications and Management
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• v.10 no.4
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• pp.169-183
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• 2003

In multimedia systems, very large files are stored and played. Because those files are read-centric and have low reusability, legacy file systems that are optimized for the use of many small files, do not show good performance in the multimedia systems. We implemented a new file system to deal with those characteristics. The new file system shows the superior performances in read, write and mixed operation to the Linux's EXT2 or EXT3 file systems. The new file system was implemented on the Linux operating system, and it also can be easily ported to other operating systems.

• The Mathematical Education
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• v.49 no.4
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.249-265
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• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.91-104
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• 2003

This study analized the strategies in beginning readers by age and reading ability. Sixty 4-and 5-year old subjects took a reading test based on Bsatjes & Brown(1997) and Park, et a1.(1989). They read contextual and non-contextual storybooks. Errors in oral reading were recorded as mispronunciations, substitutions, omissions, insertions, teacher-assistance and self-corrections. Mispronunciations and substitutions were Specifically evaluated for graphic and contextual reading strategies. Data were analyzed by percentage and mean. Results revealed that children made more mispronunciation errors in reading the non-contextual story book. They used graphic information more than contextual information. Fine-year olds and high-level readers developed the use of graphic and contextual cues simultaneously.