• Journal of Digital Convergence
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• v.13 no.3
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• pp.295-304
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• 2015

We assessed reading-related skills in children with reading comprehension difficulties ("Poor comprehenders"), word decoding difficulties ("Poor decoders") and normal readers, matched for age and nonverbal IQ. The reading-related skill tests used in our study are phonological processing, visual processing test, and receptive vocabulary test. The authors argue that children who had difficulty in reading comprehension had lower scores only on the phonological short-term memory test compared with normal readers, although their performance on receptive vocabulary and visual processing tests are comparable to normal readers. The results of our study revealed that poor decoders had lower scores on the phonological processing, visual processing, and receptive vocabulary tests.

• Korean Journal of Cognitive Science
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• v.17 no.2
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• pp.75-102
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• 2006

Three experiments were conducted using a verification task to examine good and poor readers' generation of causal inferences(with because sentences) and contrastive inferences(with although sentences). The unfamiliar, critical verification statement was either explicitly mentioned or was implied. In Experiment 1, both good and poor readers responded accurately to the critical statement, suggesting that both groups had the linguistic knowledge necessary to the required inferences. Differences were found, however, in the groups' verification latencies. Poor, but not good, readers responded faster to explicit than to implicit verification statements for both because and although sentences. In Experiment 2, poor readers were induced to generate causal inferences for the because experimental sentences by including fillers that were apparently counterfactual unless a causal inference was made. In Experiment 3, poor readers were induced to generate contrastive inferences for the although sentences by including fillers that could only be resolved by making a contrastive inference. Verification latencies for the critical statements showed that poor readers made causal inferences in Experiment 2 and contrastive inferences in Experiment 3 doting comprehension. These results were discussed in terms of context effect: Specific encoding operations performed on anomaly backgrounded in another passage would form part of the context that guides the ongoing activity in processing potentially relevant subsequent text.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.122-132
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• 2005

Graphing abilities are critical to understand and convey information in science. And then, to what extent are secondary students in science courses able to understand line graphs? To find clues about the students' interpretation processes of the information in science-related line graphs, this study has the following research question: Is there a difference between the levels of complexity of good and poor readers as they use the thinking aloud method for studying cognitive processes? The present study was designed to provide evidence for the hypothesis that good line graph readers use a specific graph interpretation process when reading and interpreting line graphs. With the aid of the thinking aloud method we gained deeper insight into the interpretation processes of good and poor graph readers while verifying verbal statements with respect to line graphs. The high performing students tend to read much more information and more trend-related information than the low performing students. We support the assumption of differential line graph schema existing in the high performing students in conjunction with general graph schema. Also, high performing students tend to think aloud much more metacognitively than low performing students. High performing students think aloud a larger quantity of information from line graphs than low performing students, and more trend-related sentences than value-related sentences from line graphs. The differences of interpretation processes revealed between good and poor graph readers while reading and interpreting line graphs have implications for instructional practice as well as for test development and validation. Teaching students to read and interpret graphs flexibly and skillfully is a particular challenge to anyone seriously concerned with good education for students who live in an technological society.

• Journal of Korean Library and Information Science Society
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• v.34 no.2
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• pp.43-77
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• 2003

The purpose of this study is to analyze the critical factors that have made Koreans such poor readers. What is the factors in make poor progress in reading of the Korean. The emphasis was put on identifying some indigenous barriers against buiding ‘good’ reading habits. Especially investigated are the following three aspects: historical, socio-educational, and psychological. This study suggested the policies and strategies for correcting and improving the poor reading of Korean.

• Journal of Digital Convergence
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• v.10 no.10
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• pp.511-516
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• 2012

Characters also are uneducated people and have simple, negative. They are not complicated, very simple like all that they concerned are instinct and enjoy of that. The lowest class people don't have any deep thought about their miserable life, and don't appear any will to overcome their. We, readers can assume their poor life in a real way. Readres also can haver a strong view resistance against strong men and realize the social situatiin. Through these simple-mined characters, readers could have attachment about life cause these characters have lifes pain and energy of instinct in very difficult situation. These characters are not evil. They are just doing this because they have to survive.

• English Language & Literature Teaching
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• no.3
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• pp.95-122
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• 1997

The purpose of this research was to investigate the effects of content and formal schema on reading comprehension. Five hundred fiftynine subjects from high school were assigned to one of the following levels and treatment conditions : (1) Higher level & Schema Activation, (2) Higher level & Non-schema Activation, (3) Lower level & Schema Activation, and (4) Lower level & Non-schema Activation. To evaluate the effects of schema activation. two experiments were conducted : one was related to the content schema and the other to the formal schema. To evaluate the effects of content schema, three different types of tests were conducted : (1) cloze test, (2) guessing the meanings of nonsense words, and (3) immediate recall test. To evaluate the effects of formal schema instruction, four kinds of tests were conducted : (1) sorting the sentences according to the importance, (2) identifying the signal words, (3) immediate recall test, and (4) identifying the specific information. For content schema condition, results indicated that the subjects given the titles or pictures before reading in "Content Schema Activation" treatment had better grades than those of the other treatment in all types of tests. regardless of their levels. Schema activation helped the subjects to increase the cognitive predictability of missing words and to participate in the tasks more actively with risk-taking. And it was also shown that good readers tend to process the words meaningfully, while poor readers tend to process the words phonetically or morphologically. Formal schema activation through teaching the text organization also had a significant influence on three types of tests: sorting the sentences according to the importance, identifying the signal words, and immediate recall test, but not on identifying the specific information. The implications from this study can be briefly noted as follows : (l) In teaching reading, the student's background knowledge should be activated as a pre-reading activity. (2) In reading, it is more important to emphasize the student's schema than the features of the text. (3) Various educational interventions should be introduced, especially for the lower level students. (4) Teaching text structures can be a powerful method for the top-down processing strategy.

• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.1
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• pp.25-35
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• 2016

Lymph node metastasis (LNM) in papillary thyroid cancer (PTC) has been shown to be associated with increased risk of locoregional recurrence, poor prognosis and decreased survival, especially in older patients. Hence, there is a need for a reliable biomarker for the prediction of LNM in this cancer. MicroRNAs (miRNAs) are small noncoding RNAs that regulate gene translation or degradation and play key roles in numerous cellular functions including cell-cycle regulation, differentiation, apoptosis, invasion and migration. Various studies have demonstrated deregulation of miRNA levels in many diseases including cancers. While a large number of miRNAs have been identified from PTCs using various means, association of miRNAs with LNM in such cases is still controversial. Furthermore, studies linking most of the identified miRNAs to the mechanism of LNM have not been well documented. The aim of this review is to update readers on the current knowledge of miRNAs in relation to LNM in PTC.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.2
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• pp.49-69
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• 2013

The purpose of this study is to analyze status of information service and to suggest its activation strategies after establishing its category in the school library. As a result of establishing scope and contents of information service, materials of information offering and guide are converged on reading education and information literacy curriculum integrated subjects. But the arrival rate of information service is very low like 48.2% under the 2012 Korean Libraries' Management Evaluation. It is especially poor to raise self resilience and school participation of students with information service involved in the affective domain such as readers' advisory service and bibliotherapy. In order to activate its information service, there is an urgent need for systems improvement in placement of the teacher librarian. It is also necessary to reinforce the status of information literacy instruction under the nation-level curriculum and continuous base expansion as a core information service of the school library. Service development for readers' advisory service and bibliotherapy is also needed to contribute to solving problem and stress situation of the student. The school library has to make an effort to connect its information service with local communities for the school community.

• Child Studies in Asia-Pacific Contexts
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• v.5 no.2
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• pp.95-105
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• 2015

We developed a test of English silent word reading, following work by Mather, Hammill, Allen and Roberts (2004) and Bell, McCallum, Krik, Fuller, and McCane-Bowling (2007), in order to tap Hong Kong Chinese children's reading of English as a foreign language. We created one subtest of individual word reading and another of word reading contextualized within sentences; together, these tests require no more than 10 minutes for administration. In Study 1, we administered the entire test to 552 second grade Hong Kong Chinese children between the ages of 70 and 121 months old, from five different primary schools. The association between the subtests of English silent word reading and contextual reading was positively correlated (.78). In Study 2, 77 Hong Kong Chinese second graders were tested on our newly developed English silent word reading test, together with non-verbal IQ, an English word reading and a Chinese character recognition test (both read aloud). With age and non-verbal IQ statistically controlled, there was a significant correlation between English silent word reading and the more standard English word reading, read aloud, (.78); the association between English silent word reading and Chinese character recognition was also positively correlated (.49). This newly created test is a quick and reliable measure, suitable for both educators and researchers to use to identify poor readers who learn English as a foreign or second language.