• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.362-377
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• 2023

The purpose of this study was to investigate the effect of semantic mapping as a science text reading strategy on high school students' inferential understanding. For this purpose, eight science text reading classes were conducted a reading strategy using semantic mapping for 46 students in two science-focused classes in the third grade of a high school. To investigate the effects of semantic mapping reading strategy on students' inferential comprehension, students' pre- and post-reading ability tests results were analyzed. In order to find out the change in inferential comprehension, the level of the inferential comprehension was analyzed using the analysis framework for developed in this study. For the classification of inferential comprehension, the levels of the inferential comprehension were converted into scores. The results of the analysis of changes in students' inferential comprehension showed that semantic mapping reading strategy classes influenced the changes in high school students' inference, especially bridge inference and elaborative inference among sub-elements of inferential comprehension.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.630-638
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• 2015

This study examines university students' reading strategies based on English proficiency and reading anxiety. A total of 86 university students participated in the study and completed two questionnaires related to reading strategies[9] and reading anxiety[10]. The collected data was quantitatively analyzed using SPSS 21. The results indicated that advanced and intermediate students preferred to use Problem Solving Strategies(PROB), whereas beginning level readers tended to use and Global Reading strategies(GLOB). There was no significant relationship between reading anxiety and reading strategies. However, there were some differences between two groups. High anxiety students preferred to use reading materials and textual clues and try to focus on their reading when they have a difficulty. Low anxiety students tended to adjust reading pace and try to focus on comprehension and reread when they lost their focus. Based on the results of the study, several implications and limitations were discussed.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.492-500
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• 2020

The purpose of this study was to investigate (1) the aspect of the correlation among subcategories in English reading anxiety, (2) the aspect of the cause and effect relation. The reading anxiety was measured by a questionnaire. Then, the results were analyzed by SPSS program. The findings of this study were as follows: First, most of the sub-elements in reading anxiety in both groups correlate with one another even though the overall coefficient of correlation in high achievement group is rather higher. Second, it is also found that the lack of confidence for reading has negative influence on entire reading anxiety in both groups, which is followed by lengthy reading, evaluation and general anxieties in consecutive order. The implication of this study is that the teachers and students should be aware that the constituents of reading anxiety not only correlate with one another, but have great deal of relative influence on reading process. Therefore, teachers should organize a learning environment where learners can minimize the feeling of anxiety.

• 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.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.249-254
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• 2009

본 연구는 초등학교 읽기 부진 학생의 학업 성취도를 증진시킬 수 있는 Blended learning 설계 전략을 제시하는데 목적이 있다. 이에 따라 읽기 부진아의 원인 및 특성, Blended learning의 개념과 유형에 관한 선행연구를 고찰하고, 읽기 학습부진아의 원인과 개별적 특성을 바탕으로 오프라인과 온라인 학습을 결합한 Blended learning 설계 전략을 탐구하였다. 본 연구에서 제시하는 Blended learning 설계 전략에 따라 읽기 학습부진아를 지도한다면 읽기 학습부진아의 학습참여도 향상과 학업성취도 증진에 많은 도움이 될 것이며, 읽기 학습부진아 지도를 위한 학습 프로그램 개발에 필요한 노력과 비용이 줄어들 것으로 기대된다.

• 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.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.345-355
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• 2020

The purpose of this study was to explore the differences of the metacognitive awareness of reading strategies which gifted English language learners (GELLs) and general middle school learners (GMSLs) used while reading English test-typed texts. 74 GELLs in a gifted program of C city and 90 GMSLs in the southern part of C city participated in this study. The MARSI questionnaire was administered to the GELLs and GMSLs at the end of the semester. Frequency and t-test were used to examine the differences in metacognitive awareness of reading strategy use between GELLs and GSMLs when reading the English test-typed texts. Based on the analysis, the study discovered that GELLs were likely to use metacognitive awareness of reading strategies more frequently than GMSLs. Also, GELLs tended to use more global and problem-solving strategies than GMSLs. However, there is no significant difference in support strategy use between the two groups. In conclusion, the study suggests pedagogical implications for GELLs and GMSLs' effective English reading.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.245-246
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• 2018

본 연구는 일반학생과, 수 과학 영재학생의 영어읽기에서의 메타인지 읽기전략의 차이를 알아보는데 목적이 있다. 일반학생 98명, 과학영재 79명, 수학영재 86명이 본 연구에 참여하였다. 이들의 메타인지 읽기전략을 알아보기 위해 MARSI설문지를 사용하였고, 그 자료는 one-way ANOVA로 분석하였다. 그 결과 수학과 과학영재 사이의 영어읽기 과정 중 메타인지 읽기전략의 사용에서는 통계적으로 유의미한 차이는 보이지 않았지만, 수 과학 영재학생들과 일반 학생들 사이의 메타인지 읽기전략사용에서는 통계적으로 유의미한 차이를 보였다.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.741-756
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• 2016

This study is to identify the effectiveness of English literature in reading instruction using meta-analysis of advanced researches. 80 studies published in Korea were selected for this research wherein the studies are in experimental nature on reading instruction using English literature. The result of the meta-analysis are as follows: Reading instruction with English literature for early children in kindergartens and primary schools showed statistically significant positive effects in both reading abilities and affective domains, in particular for younger children from kindergartners to 2nd graders of primary school. It was more effective when the instructor used top-down approach than bottom-up or balanced approach. No significant coorelation was found between the number of English stories and the students' linguistic ability. Diverse activities tailored to students' need are turned out to be more effective than using same old activities with more stories.

• KLA journal
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• v.46 no.12 s.367
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• pp.60-63
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• 2005

2004년에 이어 2005년에는 '책 읽는 서울'사업으로 도서관을 중심으로한 '한 도서관 한 책 읽기 운동'을 추진하였다. 이를 위해 지난 7월 21일 '한 도서관 한 책 읽기 사업 지원' 신청 접수를 받아 그 중 16개관을 선정 500만원에서 100만원까지 사업비를 차등 지원한 바 있다. 그 중 가장 좋은 평가를 받았던 서울특별시립어린이도서관의 다채로운 행사 결과를 본 지에 소개한다.