• English Language & Literature Teaching
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• v.16 no.3
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.157-176
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• 2007

Based on the consensus that vocabulary plays an essential role in improving reading ability, the present study investigates the effects of two different methods of English vocabulary instruction - the traditional wordlist-based vocabulary instruction (G1) and the collocation-based vocabulary instruction (G2) - on improving English reading ability for high school learners. First, the results of the collocation test revealed that G1 and G2 groups attained similar mean scores on the pretests; however, G2 significantly outperformed G1 on the post-test administered at the end of the learning activity. The results proved that students who learned vocabulary in a collocation-oriented setting had better retention through the lexical-chunking achieved by the collection method. Second, in terms of reading comprehension achieved on nationwide academic trial tests, the result was, after considering more tests, that G2 gained a significantly higher mean score on the third and fourth than G1 did, although the two groups yielded a similar mean score on the first and second test. The implication of these results is that collocation-based vocabulary activities had a more significant influence on reading skills than wordlist-oriented ones.

• Journal of Fisheries and Marine Sciences Education
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• v.8 no.1
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• pp.28-40
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• 1996

In the last 20 years, educators have made significant advances in their thinking about how students learn and what it is that teachers ought to teach. They attempted to teach thinking s kills and designed instructional programs to facilitate learning. The purpose of this study was to review metacognitive approaches in reading comprehension instruction, and to provide some practical implications to school teachers. First, this study reviewed the concept of metacognition. Metacognition can be divided by metacognitive knowledge and metacognitive experiences. Metacognitive knowledge consists of knowledge or beliefs about what factors interact to affect the outcome of cognitive enterprises. Metacognitive experiences are executive control of one's own cognitive process, which include planning, monitorning and evaluating. Second, this study attempted to investigate the processes of reading comprehension in the metacognitively based view. Third, this study reviewed three kinds of reading comprehension instruction. In the metacognitive approaches, instruction is viewed as constructive process in which teachers and students mediate and negotiate meaning from the instructional environment. In order to enhance reading comprehension, teachers should use examples, explicit instruction, modeling, and elaboration to provide sufficient scaffolding to students. The scaffolding gradually diminishes as students learn to use and apply the reading strategies on their own. Also, students should be encouraged to attribute successful reading to the use of appropriate strategies.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.17-35
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• 2011

The purpose of this study was to explore the effect of an explicit word instruction for EFL beginning readers and their perception on the learning experience. Data were attained from 16 fourth graders who took English class as a development activity. Data include the results of pre- and post-test of high frequency sight word recognition, oral reading ability, students' survey responses, and teacher observation. The descriptive statistics were obtained for the result of the pre- and post-test. The findings from the student survey and teacher observation were also provided and interpreted to better understand the result of project and students' perception on the learning experience. The followings are the results of this study. The word recognition ability of the students was dramatically improved after the project. The students were satisfied with the overall learning experience perceiving it as helpful and fun learning. They expressed that the explicit word instruction helped their word recognition and reading ability. The results also supported that the confidence of students on their reading ability were heightened. Several suggestions are made for teachers and researchers on the word instruction for young EFL learners who are beginning readers.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.69-97
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• 2015

This study aims to analyse the research areas and trends of reading (reading instruction) abroad in the respect of LIS, and suggest future research tasks. First, I reviewed the controlled keywords in SU field of LISTA database and the entries of DDC 23, and identified the research areas of reading and reading instruction in overseas. Second, I analysed the research trends of this field by applying a intellectual structure analysis on 2,115 research articles (1914~2014) retrieved from a representative database in the areas of Library and Information Science (LISTA). Third, Based on the results of these analysis, I suggested the future research tasks of this field in the domain of library and information science.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.213-229
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• 2011

Although many elementary school students love to read edutainment comics, they are not appropriately guided when they read those books. This study aimed to suggest the necessity of reading instruction for the edutainment comics. To achieve the purpose of this study, we examined the 8 chapters programs of reading instruction-for the 4th grade students-in 2 times. After carrying out the 1st program, we found out the problem related to the program and developed the trouble shooted the 2nd program. The purpose of this study is to show necessity of reading instruction on the edutainment comics in order to activate students' reading. This research shows that if teachers use edutainment comics appropriately to teach students with learning difficulties and reading difficulties, they might help the students by developing their learning abilities and enthusiasm for reading. This study suggests reading guidance program should be used to improve students' learning and reading activities as elementary school students can have more interests to specific topics through the edutainment comics.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.243-257
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• 2000

This empirical test of the efficacy of the literature-based reading instruction was conducted with 63(31 male and 32 female) 2nd grade elementary school children. Subjects in the experimental group had 40-45 minutes literature-based reading instruction twice weekly; those in the control group had only basic text reading. Procedures included a pilot study, pre-test, experimental period, and post-test. Research instruments included the Basic Learning Skill Test(Park et al., 1988), the Qualitative Reading Inventory(Leslie & Caldwell, 1990), and the Elementary Reading Attitude Survey(Mckenna & Kear, 1990). Data were graded and scored by each research question and then analyzed with a t-test of differences between the groups. The experimental group showed higher word recognition, text comprehension, and story grammar strategies than the control group. They also showed more improvement in each of these categories than the control group.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.186-193
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• 2011

The aim of this study is to find out the effect of reading aloud science books on change of attitude toward the science, interest of instruction. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a reading aloud instructions. Two chapter were selected, 'Volcano and Rocks' and 'Family of the Sun', for this study. Students were treated for 12 hours. All the results were analyzed quantitatively and following conclusions were made. The students' scientific attitude in the experimental class were higher than those of students in the control class. However, according to statistical analysis, this result is meaningless. In the sub-parts, critical ability, cooperation and creativity were improved meaningfully. Instruction with reading aloud science books didn't show a meaningful difference in interest of instruction. However, in the sub-part, they showed meaningful improvement in attention and relevance.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.55-68
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• 2002

Since the introduction of literature in reading and writing during the 1970s, considerable research has attempted to determine whether literature has significantly positive effects upon enhancement of reading proficiency. It is said that literature extends our knowledge of the world. Through books, we can experience other people's thoughts, experiences, and ideas (Frye, 1964). This paper explored the role of children's literature for the teaching of reading through the literature-based instruction. It focused on why and how children's literature serves as an important context for enhancing learner's reading proficiency of English. It also discussed the authentic use of literature-based strategies for practical classroom use, and suggested the future directions for research toward the literature-based instruction in the domain of reading comprehension.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.1
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• pp.161-187
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• 2009

Today's society demands that Individuals need to acquire skills to select information they need, read critically that have been gathered and use them for their advantage. The ability to actively respond to information can be cultivated through reading which facilitates creative, critical thinking, and self-initiated learning. This research presents results from a study in which subject-centered approach to reading guidance was applied to elicit positive changes in reading attitudes and to contribute to the elevation of self-concept among adolescents. Using survey questionnaire, we compared the changes in reading attitude before and after treatment. The results indicate that subject-centered reading instruction brought positive changes in reading attitude among middle school students, contributed positively to the formation of self-concept and the improved student initiated learning.