• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.255-284
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• 2007

This study explored the ESL college learners' perceptions on integrating reading and writing in the context of the reading-to-write composition classroom. Using the panel survey (N=60) that repeatedly measured the same set of individuals at three different times during a semester, this study examined whether students' perceptions on reading-writing integrations were reshaped over the course of classroom practices. The survey instrument was developed to assess the perception scores from less integrative continua to more integrative continua on a 5-point Likert scale. A two-factor ANOVA with repeated measures was performed to evaluate mean differences across the perception groups and over the three treatment times. The results do not demonstrate a significant treatment effect, suggesting that L2 learners' integrative perceptions were stable over the course of the semester. The dynamics in the perception changes differed widely across the perception groups. This result provides insights into understanding students' reading-writing practices and thus into instructional practices applicable to the classrooms. The present study argues for 12 learners' perceptions on integrating reading and writing as a key construct to understand their literacy practices involved in the composing process.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.207-223
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• 2013

Teachers unfold a series of timeless mathematical symbols such as 5+2=7 in time by verbalizing the symbols in classrooms. A number sentence 5+2=7 is read in Korean as '5 더하기 2는(five plus two) 7과(seven) 같다(equals). Unlike in English, 5+2 and 7 are read first before the equal sign in Korean. This sequence of reading in Korean conflicts with the conventional linguistic sequence of writing from left to right. Ways of resolving the discrepancy between reading and writing sequences can make a difference students' understanding of the equal sign. Students would be in danger of perceiving the equal sign as an operational symbol, if a teacher resolves the discrepancy by subordinating reading sequence to linguistic convention of writing. This way of resolving results in the undesired phenomenon of changing the reading expressions in Korean elementary math textbook which represent relational notion of the equal sign into other reading expressions that represent operational notion of it. For understanding of relational notion of the equal sign, the discrepancy should be resolved by changing writing sequence in accordance with reading sequence. In addition, teaching of verbalizing the equal sign should be integrated with teaching of verbalizing inequality signs.

• The Journal of the Korea Contents Association
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• v.19 no.4
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• pp.197-206
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• 2019

This study aims to analyze through the integrated textbooks whether writing tasks are designed to be successful in cultivating students' writing abilities in the general-purpose Korean language education. First, we established the concept and the components of the writing task based on the definitions mentioned in previous research. The analysis of the types of writing tasks revealed "free writing" and "imitation and writing" to be the most frequent types of writing tasks in both textbooks. The textbooks have only twenty-one subjects in common. And most instructions provide only themes and genres, excluding the purpose, form, quantity, and time necessary for the article or for comprehending the instructions. In these tasks, the reading passages are most often explanatory text. The scoring criteria and time were not provided for the evaluation criteria and other factors. Therefore it became necessary to express the components of the writing task as explicitly and concretely as possible to improve learners' performances.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• Journal of Digital Contents Society
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• v.14 no.2
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• pp.215-222
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• 2013

NAND flash memory-based Solid State Drives (SSD) have lots of merits compared to traditional hard disk drives (HDD). However, random write in SSD is still far slower than sequential read/write and random read. There are two independent approaches to resolve this problem: 1) using part of the flash memory blocks as log blocks, and 2) using internal write buffer (DRAM or Non-Volatile RAM) in SSD. While log blocks are managed by the Flash Translation Layer (FTL), write buffer management has been treated separately from FTL. Write buffer management schemes did not use the exact status of log blocks and log block management schemes in FTL did not consider the behavior of write buffer management scheme. In this paper, we first show that log blocks and write buffer have a tight relationship to each other, which necessitates integrated management of both of them. Since log blocks also can be viewed as another type of write buffer, we can manage both of them as an integrated write buffer. Then we provide three design criteria for the integrated write buffer management scheme which can be very useful to SSD firmware designers.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.137-146
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• 2011

The elementary school English Education Course consists of four integrated aspects of language (Listen, Speak, Read, Write) used to develop skills for daily communication in English. yet the 6th Grade English Education Curriculum focuses almost exclusively on sentence completion through copying and "fill-in-the-blank" exercises. Further, these activities are insufficient time to develop literacy skills. Additionally, the curriculum's emphasis on memorization within the written component is very time consuming for students, leading many to develop negative opinions of the written aspect of a comprehensive understanding of English. This thesis attempts to address each these problems through development of a web-based Learning Model for Cooperative Writing in English. The study resulted in three observations. First, this model overcame limitations of the current teaching model in schools. Second, students expressed more interest in the experimental model than in the current curriculum and standard pedagogical methods. Finally, the study demonstrated that improvement of English literacy is indeed possible using the model presented here.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.466-474
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• 2004

초등학교 통합학급에서의 교육은 과거의 분리교육에서 벗어나 포함교육을 지향하고 있다. 어느 정도의 장애를 떠나 일반학급에서 통합교육을 받고자 한다면 수용하고 그에 해당하는 교육과정과 필요한 지원을 하여야 한다. 특히 통합학급에서 아이들에게 교육하는데 있어서 정보매체를 활용한다면 교육적 효과는 다른 매체 보다 뛰어남을 알 수 있다. 과거의 셈하기와 읽기, 쓰기 교육에서 벗어나 생활중심의 교육이 강조되고 있는 취지에 적절한 정보매체를 활용한다면 보다 질 높은 교육이 이루어짐은 당연할 것이다. 하지만 통합학급의 특수교육 대상아동의 경우 여러 장애를 가지고 있으며 그 유형에 따라 다양한 매체들을 필요로 한다. 하지만 통합학급 환경은 그 필요성과는 달리 어떤 것들을 구비하고 있으며, 활용 실태는 어떻게 되는지 기준 안이 다소 미흡한 것으로 나타나고 있다. 그에 따른 통합학급의 정보매체의 활용실태 분석을 통하여 장애아동 유형별 갖추어야할 시설과 환경 및 자료들은 어떤 것들이 있는지 개선방안을 본 연구를 통해 제시해보고자 하는데 있다.

• Proceedings of the Korean Information Science Society Conference
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• 2001.04b
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• pp.676-678
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• 2001

언어는 모든 교육에서 중요한 역할을 담당하므로 국어 교과목은 교육의 기본 목표인 언어사용의 신장을 위해서 중요하게 다루어지고 있다. 언어발달을 위한 국어 교육활동은 듣기, 말하기, 읽기, 쓰기의 네 가지 영역에 기초를 두고 있으며 학생들의 흥미를 유발할 수 있는 쌍방향 멀티미디어를 이용하면 이러한 영역의 학습효과를 증가시킬 수 있다. 그러나 기존의 웹사이트의 개발 사례를 살펴보면 교과서 중심인 일방적인 제사만이 구현되어 있다. 따라서 본 논문에서는 흥미와 자발적인 참여를 유발하고 행동한 것에 대해 즉각적인 반응(Feedback)을 주는 애니메이션과 음성, 효과음, 높이, 학습, 게임으로 결합된 오락적인 쌍방향 멀티미디어 웹 컨텐츠를 개발하여 언어를 배우는 어린이들의 학습능력의 향상과 창의적인 언어 활동의 증대에 기여하고자 한다. 특히, 이 시스템의 큰 특징은 학생에 대한 학습 결과를 도출하고 이에 대한 해결책 및 각종 정보를 추출하여 학습진단 결과, 재학습, 학습독력의 형태로 학생 개개인에게 메일로 보내는 학습 통합관리 기능을 포함하고 있다는 것이다.

• 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.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.403-413
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• 2021

This paper emphasizes the effect of using poetry in the University General English education and suggests the teaching method of English education with a Frost's poem, "Out, Out- ." These days, learner-centered English education and integrative study of four linguistic functions, reading, listening, speaking and writing are considered important in the University General English class. Poetry is very effective text for the education purposes. Poetry techniques like a visual image, rhythm, rhyme, or repetition are actually mnemonics and strongly connected to the enhancement of memory and oral linguistic function. This paper suggests the specific education methods in the poetry selection, pre-reading step, reading step and after- reading step with concrete examples of "Out, Out-." These education methods through the 'oral text' can be a good and sustainable model for learner-centered education.