• Human Ecology Research
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• v.53 no.2
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• pp.119-130
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• 2015

In this study, we examined the effects of a mother's reading motivation on the home literacy environment. Seven hundred fifty-seven mothers with three to five year old children participated in this study and completed the Adult Motivation for Reading Scale and the Home Literacy Environment Questionnaire. The subcategories of the Adult Motivation for Reading Scale are "reading as part of self," "reading efficacy," "reading for recognition," and "reading to do well in other realms." The Home Literacy Environment Questionnaire has three subcategories, namely reading books, reading behavior and modeling of parents, and literacy learning. The mean, standard deviation, one-way analysis of variance (ANOVA), and hierarchical multiple regression analysis were used to analyze the data. The results showed that (1) the home literacy environment was significantly different depending on the mother's education and family income levels, (2) the mother's reading motivation also differed significantly depending on the mother's education and family income levels, and (3) the mother's reading motivation has a significant explanatory effect on the home literacy environment. In addition, the mothers falling into the reading motivation subcategories of "reading part of self" or "reading to do well in other realms" were found to enrich their home literacy environment. Therefore, this study demonstrates that the mother's reading motivation is an important factor affecting the home literacy environment.

• Journal of the Korean Society for Library and Information Science
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• v.8
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• pp.157-182
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• 1981

The purpose of present study is to investigate children's attitude toward reading, reading method, reading environment, reading volume, and then to compare the results obtained by sex, area and grade. The tool used in this survey was a questionaire designed specially by the investigator. The questionaire was distributed to 1339 children selected at the descretion of the investigator with due consideration of sex, area(large city, medium city and rural community) and grade (from 2nd grade of primary school to 2nd year of middle school). The results of this study are summerized as follows : 1) Regional difference was observed in respect of the followiug : Awareness on reading, motivation for reading, reading method, activity after reading, number of books collected, reading guidance, how to obtain books to read, monthly reading volume, and reading tendency. 2) Also difference by grade was observed in respcet of the following ; Activity after reading, reading guidance, monthly reading volume and reading tendency. The following conclusions have been made based on the results of the survey: 1) The children's attitude toward reading and reading method may be considered favorable while reading environment is not satisfactory yet. Especially, reading environment of school children in medium cities and rural communities is worse than that of large cities. 2) No difference by sex was observed in respect of attitudes toward reading, reading method, reading environment and reading volume while difference by sex was observed in respect of reading tendency. The followings are recommended based on the results of survey: 1) To establish and carry out a comprehensive program for the improvement of reading environment of the school children in medium cities and rural communities. 2) To improve and substantiate school library facilities and design a proper guidance program to have children utilize school library to the maximum extent. 3) To contemplate on the consolidated measures for reading behavior survey.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.289-304
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• 2007

Subjects of this study on reading motivation were 300 2nd, 4th, and 6th grade elementary school children. Instruments were the Motivation for Reading Questionnaire (Wigfield and Guthrie 1997; Kwun, 2002) and a School Reading Environment questionnaire developed by the researcher. Results showed that (1) the school reading environment (SRE) of 2nd graders was better than the SRE of 4th and 6th graders. (2) The reading motivation (RM) of 2nd graders was higher than the RM of 4th graders on external purposes; the RM of 4th graders was higher than 6th graders on self-efficacy and social interaction. (3) RM correlated positively with all aspects of SRE. (4) RM was affected by grade in school followed by school library environment and classroom library environment.

• Journal of Families and Better Life
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• v.28 no.1
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• pp.119-130
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• 2010

The purpose of this study is to develop and evaluate a parent-child reading interaction program. Based on the importance of the parent-child relationship and the home literacy environment vis-a-vis the extent to which reading is encouraged, and with regard to the existing empirical research in this field, a five-session parent-child reading interaction program has been developed, targeting 18 parents with children enrolled in th lower grades of elementary school. The effectiveness of this program has been evaluated by a pretest and post test and then analyzed by a paired t-test. The findings are as follows: 1) Following the implementation of this program, there were improvements in scores related to the home literacy environment, the encouragement of reading, and the attitude of the child toward reading. 2) In addition, there was an increase in the level of the mother's "rational guidance" parenting while tendencies toward overprotective and hostile parenting traits declined. The importance of the parent-child relationship and home literacy environment concerning reading guidance was discussed.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.129-163
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• 2023

The purpose of this study is to identify reading competency and its components according to the concept of reading competency in order to strengthen the reading competency of children and adolescents with disabilities, develop diagnostic questions, and provide basic data for the development of a reading competency diagnostic tool for children and adolescents with disabilities, Research methods include literature research, brainstorming, delphi survey, and preliminary research. As a result of the study, the components of the reading competency diagnostic tool are broadly divided into 2 areas (affective domain, environmental domain), 4 categories (reading motivation, reading attitude, human environment, and physical environment), and a total of 13 components in each of the 4 categories (Reading interest, reading value, reading recognition, reading expectations, reading habits, reading efficacy, reading immersion, reading anxiety (avoidance), home/family, school/teacher, peers, reading environment, media environment) and the corresponding questions. was developed. Based on these results, a direction for developing a reading competency diagnostic tool for children and adolescents with disabilities was presented.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.297-317
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• 2014

This study is to produce baseline data, in its purpose of improving the quality of life of industrial workers as well as the business competitiveness, though improvements in reading culture. The data produced in this study will be based on questionnaire, regarding sub-topics of the reading environment, the status of reading culture, and remaining demands. The results argue that the responding workers in Siheung Smart Hub Complex had inadequate environment of reading, while had weak status of reading culture. We propose the ways of improvements in the reading culture of the worker in Siheung Smart Hub Complex, as well as their reading infrastructure.

• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.213-247
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• 2014

The purpose of this study is to develop the curriculum for the private certificates of reading instruction newly which can perform a reading instruction effectively in digital environment as the digital technology has changed the overall paradigm of reading. The curriculum for the private certificates of reading instruction was designed and proposed finally through deriving the implications over an study of the changes about reading paradigm in digital environment, searching the features and benefits over an in-depth analysis of domestic and international curriculum practices for training reading specialist, collecting the opinions and verification work over a Delphi survey of experts in the field of reading instruction. The finally developed curriculum consists of 6 kinds of training area, 21 kinds of subject and 82 kinds of training course content respectively to achieve the main function and purpose of the changed reading instruction in digital environment and in order to train reading specialist capable of applying properly them in reading instruction field.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.109-131
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• 2012

The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.4
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• pp.33-54
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• 2008

The purpose of this research is to analyze and describe the characteristics of reading environment for the teens and their reading behavior in the U.S.A. Some researches and statistics on the reading behavior of young students in the U.S.A., the U.K. and Ireland were examined, and the reading environments for the teens in society and at schools and home were described. The development of school media centers since the 1950s and services for young adults in public libraries in the U.S.A. confirms that government, school, society and home should altogether cooperate in order to help students read more and build better reading environment for the teens.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.