• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.911-919
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• 2022

In this paper, we analyzed to find out the effects of phonological awareness game using teacher assisted robot on 5-year-old children's reading ability and reading interest. A total of 30 5-year-old children were equally divided into two groups: the experimental group and the control group. The experimental group conducted a total of 16 game activities using an educational robot twice a week for three weeks, the control group conducted the same 16 game activities without the robot during the same period. The results are as follows. Firstly, the experimental group was better in reading ability than that of the control group, especially total scores, word meaning, omission, and replacement. Secondly, the experimental group showed more interest in reading than the control group. From these findings, it can be suggested that phonological awareness games using the educational robot lay foundation to developing and enhancing on 5-year-old children's reading abilities and interest in reading.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.402-410
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• 2020

It is very important for Academic purpose Korean leaner to understand main ideas and overall context of texts. In order to understand the overall context and mail ideas of text, learners need output task, ways to perform what they are learning, such as retelling. That would help them to realize that there is a gap between what they have understood and what they can actually speak or write. These out activities help learners comprehend the text more efficiently, while at the same time raising their confidence level. The purpose of this study was to develop an education plan to improve reading comprehension ability by using retelling activity. To achieve the purpose of the study, retelling activity, which makes it easier to take an integrated approach to language function and is considered to be relatively effective, was utilized because of the characteristics of retelling activity education instead of teacher-centered education methods.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.39-53
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• 2005

The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.29 no.3
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• pp.209-228
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• 2018

The primary purpose of this study is to analyze the learning activities of "the Reading a Book per Semester" with the goal of finding ways to collaborate with the school library. "the Reading a Book per Semester" is a program that requires students to read during the timetable-designated "Korean" class instead of encouraging students to read outside of class, as has been the case thus far. The program was designed by 3 parts: reading, sharing, and formulating. However, an analysis of 11 Korean textbooks and 22 approaches to the program showed that the model has shifted to . Under this new model, schools could expand each step in the following ways: utilize the school libraries more as the book search space during the selection process; include writing a reading diary in the reading process; and further encourage students to read outside of the classrooms in the formulating step. If these amendments were to be applied, they would strengthen the educational purpose of the school libraries within schools.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.5-28
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• 2012

This study was aimed to compare teacher's and mother's literacy beliefs, perception of picture books, and frequency of reading activities, and examine how these variables affect the interaction for reading picture books with preschoolers. The results of the survey from 120 teachers and 168 mothers who have 5-year-olds in Gyeonggi-do and Incheon-si are as follows. Teachers' literacy beliefs were closer to whole language beliefs than were mothers'. Teachers and mothers both fully realized the importance of reading aloud picture books to children with no difference between each other. The level of teachers was higher than mothers' in terms of pleasure of reading picture books. Mothers thought that it is important to reflect on preschoolers' development level, individual conditions, and daily lives when choosing picture books. On the other hand, teachers believed that the popularity of the book is more important. Overall, teachers perceived more benefits of reading picture books than mothers. Mothers reported more extensive interaction when reading books with preschoolers than teachers, while teachers spent more time on reading activities with preschoolers than mothers. Teachers' and mothers' frequency of reading activities and perception about the benefits of reading picture books had effects on their interaction for reading picture books with preschoolers.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.154-161
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• 2004

지식 정보화 시대의 도래에 따라 독서 교육은 인터넷과 멀티미디어를 활용한 방향으로 나아가고 있으며 그에 대한 연구도 활발하게 이루어지고 있다. 웹을 활용한 독서지도 프로그램이 많이 연구되고, 제안되고 있지만 장르 별로 세분화되어 있지 못하다. 동화나 위인전 분야는 웹을 활용한 여러 가지 활동들이 제공되고 있다. 그러나 동시분야는 웹 상에서 감상 활동에 알맞은 활동들이 제시되지 못하고 있고, 동시 감상 학습은 주로 교사와 텍스트 중심으로 이루어져 왔다. 따라서 본 연구에서는 학습자 중심의 수업활동을 통해 학습자 스스로 상상, 연상 등으로 동시를 감상할 수 있도록 웹 기반 동시 감상 지원 시스템을 설계하였다. 첫째, 초등학교 전 학년 동시를 데이터베이스화하였다. 둘째, 동시 감상과 학습활동을 읽기 전과 읽은 후 활동으로 제시하고, 활동이 끝나면 동시 낭독을 녹음할 수 있도록 하였다. 셋째, 읽기 전과 읽은 후 활동 등 동시감상 결과가 수행평가 자료로 활용될 수 있도록 하였다. 넷째, 아동들이 동시 짓기 활동에서 쉽게 시상이 떠오르게 다양한 자료를 제시하였다.

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

• 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.

• 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.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.477-487
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• 2021

The purpose of this study is to develop textbooks that can be used in education for developing easy-to-read materials for people with developmental disabilities. The textbook was developed through the steps of analysis of guidelines for making easy-to-read materials, confirmation of the course, development of textbook contents, and verification of validity. The final developed materials were developed as textbooks, including reader classification, vocabulary, symbols, layout, and production practice for the development of easy-to-read materials with a total of 7 sessions. The important characteristics of the textbook developed in this study are: First, it classified readers who read easy-to-read materials for the first time in Korea and introduced them as Plain Language readers and Easy to Read readers. Second, the guideline that can be referenced while developing easy-to-read materials was developed as a checklist, so that it can be checked by itself. Third, thematic activity sheets and workbooks were developed so that they can be used as activity-oriented textbooks.