• International Journal of Advanced Culture Technology
• /
• v.7 no.4
• /
• pp.49-55
• /
• 2019

In the age of information, newly produced knowledge is mostly written in English. Therefore, there has been a strong demand for English language learning in the EFL context. However, most EFL learners possess a lack of interest and motivation in the text-based reading class. In this educational context, film is one of the most widely used materials in English reading classes considering that modern learners are predominantly familiar with various audiovisual materials. The purpose of this study is to investigate how Korean EFL learners experienced in the film-based reading class. Specifically, this study aims to analyze the EFL students' perceptions about the class and learning strategies that they used during the class. In order to comprehensively interpret the EFL learners' experiences in the classroom, a coding system consisting of five categories was developed: report, emotion, reflection, evaluation, future plans. The results of data analysis showed that the use of movies in English reading classes had positive effects on reading comprehension and inference of word meaning. The most frequently used learning strategies were affective strategies which helped them control their emotion, attitude, motivations and values, whereas memorization strategies were rarely used. In this respect, this study suggests that the use of movies in the EFL reading classroom encourage students' attention and help them obtain and activate schema which is useful in gaining a better understanding of text-based reading materials.

• Journal of Korean Library and Information Science Society
• /
• v.49 no.1
• /
• pp.23-46
• /
• 2018

The purpose of this study is to examine the effect of providing books to elementary school students that match their personality type on their reading attitude. For this purpose, this study investigated among the 226 elementary school students that are enrolled in fourth, fifth, and sixth grade classes at the elementary schools located in Gyeonggido, South Korea. The personality type of the students was determined by the Enneagram test. In this study, students were given with books that match their personality type and the effect of the provision was investigated. Main results of this study can be summarized as follows. First, the fact that books that match their own personality type made the children curious about the books, evoking their interest in reading. Second, the children exchanged their books with those who have similar personality type after they finish reading. As a result, the children could be exposed to more diverse books. Third, the students were curious about what kind of books were given to those with different personality type. The students responded that they want to read all of the different types of books too.

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

• Korean Journal of Child Studies
• /
• v.27 no.4
• /
• pp.81-102
• /
• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.

• Journal of the Korean Society for Library and Information Science
• /
• v.48 no.2
• /
• pp.89-107
• /
• 2014

The purposes of this study are to analyze the effectiveness of public library reading programs for children in qualitative way and to apply the outcomes to identify areas to measure the success of library reading programs. Interviews were conducted with children who participated in '2013 Reading Books with Libraries' program and adults who were in charge of managing the program. Observations on the program were also conducted. The findings indicate that children who participated in '2013 Reading Books with Libraries' program positively changed in various aspects. Selected areas to measure the success of library reading programs include: reading behavior; attitude to books; awareness of libraries and librarians; participation of library reading programs; the ability to read aloud; the ability to comprehend stories by listening; aggression; the ability to express one's own feelings; speech ability; concentration power; and undiscovered potential. The elements that affect the success or failure of library reading programs include: librarian's enthusiasm on running the reading program; environmental condition of the community child care center; age differences between child participants; running style of the instructor's program; selection of books; child participants' reading abilities and interests in reading; available time for free voluntary reading.

• Journal of the Korean Society for Library and Information Science
• /
• v.51 no.3
• /
• pp.5-21
• /
• 2017

The purpose of this study is to investigate the perception of records for reading activities in high schools and to make a suggestion for improvement of reading activities records. Data for 120 high school students were collected and analyzed for this study. This study showed negative response results in terms of the satisfaction of the 'reading activity situation' record, the necessity of the reading activity record, and the method of recording the reading activity. It is, however, necessary to improve the current recording method to invigorate high school students' reading activities. Since it is not easy to identify students' development in reading by the titles which they provides for the reading activity records, a variety of reading activities need to be recorded for understanding students' development process and interaction activities with teachers. It is expected that the findings in this study will be significant data to improve evaluation methods of reading activities for college admission and to cultivate proper reading culture in high schools.

• Journal of Korea Multimedia Society
• /
• v.22 no.8
• /
• pp.950-959
• /
• 2019

The purpose of this study was to investigate the effect of integrated teaching and learning method using augmented reality for effective promotion of child - friendly attitude and environmental preservation attitude and explored its applicability. For this purpose, based on the augmented reality fairy tale, we designed an experience - oriented integrated teaching and learning method such as reading book, story - telling, drawing, environmental conservation practice activity. The experimental group was divided into two groups: augmented reality reading fairy tales (A) and children's book reading fairy tales (B). First, interest, immersion, and empathy were higher in the application environment of integrated learning teaching method based on Augmented Reality. Second, there was no difference between the two groups in content understanding. Third, in terms of expressiveness, it was verified that various expressions were expressed in the applying environment of the integrated teaching - learning method based on augmented reality through drawing activities. Fourth, in practice activities, more students were practicing in the augmented reality - based integrated teaching - learning method applied environment, and the number of practice activities of individual students was also confirmed. This study suggests that the application of the integrated teaching and learning method can enhance the effect of education when using the smart teaching media using the augmented reality in early childhood education.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.125-137
• /
• 2008

The purpose of this study was to improve the interest of food and nutrition area in Technology Home Economics subject as well as food safety and choice. For that, we developed new teaching-learning plan by using reading education method and applied to the 9th grade students in Buchun, Kyunggi-do. Experimental and control groups were selected based on their test score in nutrition section. Control and experimental groups were educated by general lecture or reading education method for 4 weeks and the effect of different educational methods was tested. The results of study as follow: First, teaching-learning plan by using reading education method has been developed. To apply reading education method, we developed reading record cards which could help students to understand the terminology and nutritional problems. In addition, students had time to discuss about food safety and choice after reading education which could improve the interest in Technology Home Economics subject and communication skills. Second, after applying the developed lesson plan, the results showed that reading education method improved the interest and attitude about Technology Home Economics subject and teacher, and food choice attitude. However, reading education method had no effect on the interest on reading book about food and nutrition, and These results suggested that reading education method improved the interest and recognition about Technology Home Economics subject and teacher and food choice attitude. Therefore, to establish the proper dietary behavior in junior high school students, we need to develop and apply diversity of teaching-learning plan by using reading educational method.

• Journal of the Korean Society for Library and Information Science
• /
• v.49 no.3
• /
• pp.15-36
• /
• 2015

This research aims at executing a after reading activity using book trailers for the teenagers, and verifying its effects. For the investigation into its effectiveness, 6 classes on the first grade in a middle school were divided into 3 classes of an experimental group (104 students) and the other 3 classes of a comparative group (100 students), and a preliminary and a post test were conducted using the measurement tool on creativity and reading attitudes. As the result, the creativity, reading attitudes and understanding of the selected books of the experimental group were found to be better than those of the comparative group.

• Journal of the Korean Society for Library and Information Science
• /
• v.43 no.4
• /
• pp.29-57
• /
• 2009

The research is intended to establish the importance of background knowledge in reading process and suggest a revitalization plan for the schema for reading education. The reading process as fundamental research and the schema conception have been studied and the present situation of reading education in the school libraries has been inspected. This research reviewed the reading strategies which school libraries require for the revitalization of the schema and based on this data, a method of SQ3R reading has been applied and a class model developed. As an outcome, a guidance plan for instruction was proposed and learning-activity materials applying graphic organizer have been produced. Subsequently, a class in school library was conducted. Following the outcome of the class and an expert's review of the class model, this research has developed a class model for the revitalization of the schema for reading education in school libraries.