• Journal of Families and Better Life
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• v.26 no.4
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• pp.41-54
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• 2008

The purpose of this study was to investigate predictors concerning preschoolers' ability to read words, in terms of their sub-skills of alphabet knowledge, phonological awareness, and phonological processing. Fourteen literacy sub-tests and three types of reading tasks were administered to 289 kindergartners aged 4 to 6 in Busan. The main results are as follows. Sub-skills that predicted reading ability varied with children's age. Irrespective of children's age groups, knowledge of consonant names and digit naming speed commonly explained the reading of real words. In contrast, skills of syllable deletion and phoneme substitution and knowledge of alphabet composition principles were related to only 4-year-olds' reading skills. Exclusively included was digit memory in predicting 5-year-olds' reading abilities, and knowledge of vowel sounds in 6-year-olds' reading skills. The type of reading task also influenced reading ability. A few common variables such as knowledge of consonant names and vowel sounds, digit naming speed, and phoneme substitution skill explained all types of word reading. Syllable counting skills, however, had predictive value only for the reading of real words. Phoneme insertion skills and digit memory had predictive value for the reading of pseudo words and low frequency letters. Likewise, knowledge of consonant sounds and vowel stroke-adding principles were significant only for the reading of low frequency letters.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.157-185
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• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.145-152
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• 2022

The current study investigates the effects of an interactive learning environment on EFL students' vocabulary acquisition and reading comprehension skills. The study utilized a quasi-experimental design. The sample consisted of 41 students enrolled in the English program at Umm Al-Qura University studying Reading in EFL course in Summer 2018/2019. The sample was randomly divided into two groups: A control group consisting of 21 students and an experimental group of 20 students. The results revealed statistically significant differences at (α≤ 0.01) between the mean scores of the experimental group and the control group in the posttest of the vocabulary test and the reading comprehension test favoring the experimental group. Finally, the study concluded with a call for more studies on modern technologies in teaching EFL skills in the Saudi context.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.227-239
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• 2011

In this paper, a mobile system is designed and implemented for children with learning disabilities. The system is designed to improve reading skills of those students. The reading skill is very basic and essential ability for various subjects. In this paper, the proposed mobile system is based on PREP that is known as a good theory for improving reading skills of children with learning disabilities. The system has the following characteristics. First, the system can improve the reading skills by providing successive tasks and simultaneous tasks. Second, the system can provide interests by introducing quiz-type study and considering accessibility, and individuality of learning disorder students. Third, the system has user-friendly interface so that the students have easy access to the system. The system is applied to some elementary school students. The following result is obtained: both of reading attitude and reading ability are improved.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.242-251
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• 2013

The purpose of this study was to investigate the differences of reading comprehension and science process skills between science gifted students and general students and to see the correlations between reading comprehension and science process skills of science gifted students by gender. The subjects were 57 science gifted students and 57 general students in 5th grade in U city. The results can be summarized as follows: First, the science gifted students had excellent reading comprehension skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant. Second, the science gifted students has excellent science process skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. And for boys and girls, the difference was statistically significant. Third, there was low positive correlation between the reading comprehension and science process skills of the science gifted students. By gender, boys and girls showed low positive correlation respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant.

• Child Studies in Asia-Pacific Contexts
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• v.6 no.2
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• pp.73-85
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• 2016

Speech-print mapping awareness is defined as the awareness of the principles underpinning how speech sound is matched to print symbols. Chinese is unique in that it follows the one syllable one character mapping principle. The present study examined the predictive power of speech-print mapping awareness in young children's word reading. Seventy-four Hong Kong children from the first and second kindergarten years were tested with phonological awareness, visual skills, syllable-level mapping awareness, and Chinese reading ability at Time 1. Chinese reading abilities were tested again 1 year later. It was found that syllable-level mapping awareness predicted Chinese word reading abilities 12 months later. Further, it seemed that the link of syllable mapping to Chinese reading is particularly significant for beginning readers. The findings suggest that understanding the language-specific speech-print mapping principle is critical for reading acquisition at the early stage of reading development.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.59-75
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• 2009

The purpose of this study was to verify the validity and reliability for the Test of Oral Reading and Comprehension Skill (Gardner, 2000) for Korean lower level elementary school children. Subjects were 122 first to third grade students, tested individually. The vocabulary and comprehension sub-tests of K-WISC III and the reading comprehension test of Basic Academic Skills Assessment (Kim, 2000) were used to verify concurrent validity. Internal reliability was determined by internal consistency coefficients. Results verified concurrent validity. Test scores differed significantly by grade level. Test reliability was also confirmed. In conclusion, the Oral Reading and Comprehension Skill Test (Gardner, 2000) is reliable and valid for examination of reading comprehension skills for Korean lower level elementary school children.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.207-221
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• 2012

This study examines the importance of learning language and cultural integration in general English class focused on TOEIC reading comprehension. The understanding of cultural learning and learners' cultural awareness has long been a subject of debate. This study was not only to analyze the improvement of students' interest and reading comprehension ability of TOEIC through cultural learning, but also to ensure students who learn American culture overcome cross-cultural miscommunication and improve their English reading comprehension skills. Pre-post surveys and the pre-post TOEIC tests were used to measure language proficiency and American cultural knowledge to two groups: the experimental and control group. The results from the study were as follows: First, students had better TOEIC scores with improved motivation after understanding American culture relevant to the lessons. Second, reading comprehension skills with regards to TOEIC also improved, compared with the students who were not exposed to American culture due to lack of opportunity.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.195-214
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• 2006

This study examines the effects of Internet-based English practice on listening and reading. Out of a total of 16 students who took part in pre- and post-tests, 11 who had frequently practiced listening and reading on the Internet showed greater improvement in these skills than the 5 who had practiced less. The findings also suggest that summarization of listening and reading on the Internet was useful as it made students concentrate specifically on the content. This study suggests that English language teachers use a bulletin board to complement the use of Internet sites for listening and reading practice outside of the classroom in an EFL context.