• Journal of Korean language education
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• v.29 no.2
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• pp.49-72
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• 2018

The purpose of this study is to introduce an efficient measure in Korean language education for learners of Korean by applying shadowing techniques which focus on improving not only listening and speaking skills but also reading and writing skills. First of all, the study discusses about the definition of shadowing along with the effect of shadowing. The second part will be about examining the proposed method related to shadowing technique which is comprised of original shadowing techniques and other techniques transformed from the original. Thirdly, the paper will be discussing background information of the shadowing technique in previous researches and experiments using shadowing techniques in Korean language education. Finally, there will be an introduction of learning measures that apply to skill unification. Most of the previous researches of the shadowing technique were limited to a few students with only mid-to-high level learners while this method could cover up to a wide range of learners. The most effective way of learning a foreign language would firstly be the suggested method and the focus should be on repetition and practice of the learners.

• Journal of Korean Library and Information Science Society
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• v.51 no.1
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• pp.281-303
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• 2020

The purpose of this study is to structure the system of reading strategy contents and seek a subject linkage method through using it. In order to establish the contents of reading strategy, the 2015 Korean High School Revised National Curriculum's contents system and advanced research were looked at. From that curricula, text areas(the types and fields, meaning structure) and cognitive strategy(reading methods and skills) are deduced and categorized. In addition to reading techniques reorganized by referring to worksheets of advanced researches, the system of reading strategy contents was made. As the result of applying it to the learning activities of "he Integrated Society" and "he Integrated Science" a subject linkage to learn the learning contents proposed providing a variety of reading materials related to the subject and running extended reading programs.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.135-159
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• 2021

The purpose of this study is to derive the implications needed to improve reading and information literacy and provide information services for students and citizens through changes in the concept of PISA 2018 Reading Literacy and its Assessment Framework analysis. The findings of the study are as follows. First, meaning of PISA Reading Literacy concept has changed along with the changes of the social and technological environments. Second, concept and assessment framework included the whole process of reading. Third, the Assessment Framework included a number of factors similar to the cognitive process of the information literacy model like Big6 Skills, but also there were differences. Fourth, the digital reading is reflected in the Assessment Framework. The PISA 2018 Reading Literacy Assessment Framework provides implications for the standards and methods required for librarians to develop reading and information literacy models and assessment frameworks to improve citizens' reading and information literacy, and to provide information services to them.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.2
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• pp.109-132
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• 2022

The purpose of this study was to explore tasks for improving performance skills by comparing and analyzing the current status of reading marathon competitions operated in public libraries, and to provide guidelines for institutions to operating of this competition in the future. In order to achieve the research purpose, the competition status information collected in 2021 for five public libraries operating reading marathon competitions from before the COVID-19 pandemic were collected and the contents were compared and analyzed. As a result, the average period for five public libraries running a reading marathon was 10 years, and the average period for each year was 5.87 months. In addition, children had the highest rate of completion, and as compensation for completion, certificates were issued and the number of loans increased the most. However, the competition managers complained of difficulties in securing and increasing applicants and calculating the distance reached, so based on the analysis, they developed tasks to improve the performance of the reading marathon from several different solution suggestions.

• The Journal of Korea Robotics Society
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• v.8 no.3
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• pp.217-227
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• 2013

We introduce a learning system for the sight reading of simple drum sequences. Sight reading is a cognitive-motor skill that requires reading of music symbols and actions of multiple limbs for playing the music. The system provides knowledge of results (KR) pertaining to the learner's performance by color-coding music symbols, and guides the learner by indicating the corresponding action for a given music symbol using additional auditory or vibrotactile cues. To evaluate the effects of KR and guidance cues, three learning methods were experimentally compared: KR only, KR with auditory cues, and KR with vibrotactile cues. The task was to play a random 16-note-long drum sequence displayed on a screen. Thirty university students learned the task using one of the learning methods in a between-subjects design. The experimental results did not show statistically significant differences between the methods in terms of task accuracy and completion time.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.117-137
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• 2012

The purpose of this study was to analyze 5'year' old children's responses in the process of reading picturebooks on sexual abuse and to explore the educational implications of the results. 42'five year' old children and 2 of their teachers participated as subjects in the study. Data was collected by means of observation, a diary record of the teacher's class, and an interview with teachers about children's responses in the process of reading picturebooks on sexual abuse during the free choice activities, and group activities in J and K daycare centers in Busan, Korea from July to September. The results were as follows : the analysis identified three patterns of responses; consistent responses, awkward responses, and confused and frightened responses. These result imply that selecting picturebooks for sexual abuse preventive education programs for young children needs to be given careful consideration. The importance of the teacher's reading skills and sociocultural cognition regarding sexuality in general were also discussed.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.89-112
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• 2004

This article examines the ways in which language can be exploited in the manipulation of the reader's interpretation of a text to make him/her take certain lines of thought according to the writer's persuasive intents. Such functions of language provide valid foundations to support the teaching of critical reading skills and to explore an adequate approach to discourse analysis. A pilot study was conducted to find out the extent to which the reader can be coaxed into thinking in some fashions guided by specific linguistic devices employed for ideological texts. Forty-seven subjects divided into two groups (humanities majors and natural science majors at undergraduate level) joined the two-fold questionnaire surveys intended to look at their critical reading abilities. The empirical results indicate that college students whose majors are humanities were more inclined to take a holistic approach in processing commercial advertisement texts and their abilities for critical interpretation appeared to be lower than those of the subjects whose majors are natural sciences, who showed a relatively high tendency to take an analytical approach in decoding the textual facts. As a consequence, pedagogic implications for increasing critical reading abilities have resulted in a set of analytical procedures concerning ideological texts which is linked with instructional guidelines to emphasize the importance of the reader's logical and analytical reasoning power, entirely accepted as a general prerequisite for cracking the covert language gambits.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.371-383
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• 2004

In this study, 197 4- to 6- year-old Korean children wereindividually tested with Concepts about Print(CAP Clay, 2000), the Picture Vocabulary Test(Kim, Jang, Lim & Bak, 1996), Korean-Wechsler Preschool and Primary Scale of Intelligence : Verbal Test (K-WPPSI), and the Basic Academy Skills Assessment : Reading(Kim, 2000). Data were analyzed by Pearson-correlation, analysis of variance, and factor analysis. There were significant differences of CAP mean scores by age. Within the subcategories of CAP, Book Orientation Concepts and Print-convention were acquired earlier than other subcategories, followed by Print-direction, Print-order and Advanced Print Concepts in that order. The scores of CAP were positively correlated with the Picture Vocabulary Test, the K-WPPSI verbal test and the reading test.

• Journal of the Korean Society for Library and Information Science
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• v.38 no.2
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• pp.261-289
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• 2004

There are very few studies on the guidance service which is one of the important reference and information service function in the library. During the last decades, Readers' Advisory Service has become one of the most interesting and demanding function in many Public libraries of the western world. This paper Introduces the background theory of Readers' Advisory Service and the basic skills for readers' advisors. Library managers and library schools can get ideas from this paper in planning reading programs for adult library users and training programs for library staff and LIS students.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.471-480
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• 2004

Reading ability has been widely considered as one of the basic skills that every student should be conversant with because higher level of thinking power can be acquired through reading. Reading education allows students to build correct way of thinking as well as foster critical thinking ability. However, it can be observed that reading education has not been well addressed accordingly in schools mainly because teachers have only limited amount of time and ability to cope with. In this paper, we developed a Web-based peer evaluation system for improving reading and writing ability so that students are allowed to exchange ideas freely on the Web after reading books as well as evaluate other students' writings, which would facilitate reflective thinking through the computer-mediated communication activities. Students become graders of other students' writings so that they are exposed to different opinions and ideas through which deeper thoughts can be obtained. The learner-centered learning activity instead of teacher-centered may benefit students as well as teachers and the system implementing this idea shows that both students' attitudes and preferences were improved as the result of applying the system to a local elementary school.