• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.39-53
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• 2005

The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.79-98
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• 2006

As one way of changing a teacher-fronted, grammar-based reading class into a meaningful, fun-creating one, this paper compared teacher- fronted reading with student-centered reading framed upon cooperative learning. In a study in which each type of reading method was conducted for college students in an EFL reading course for a period of one semester, data were gathered via questionnaires. The results showed that though each type of reading instruction came with its own strengths and weaknesses, student-centered reading instruction was preferred for various reasons. Most important, through an active participation in cooperative work, subjects were motivated and interested in L2 reading much, were exposed to various reading strategies and skills, and practiced them in a friendly, low-anxiety learning climate.

• Journal of the Korean Society for information Management
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• v.41 no.1
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• pp.439-463
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• 2024

Recently, there has been a growing demand for school libraries to take on the role of curriculum convergence and content development. This study purposed to develop a program that integrates reading activities and artificial intelligence (AI) education in a middle school library as a platform for convergence education. The program aimed to enhance creative problem-solving skills by integrating an understanding of AI concepts and principles through reading activities related to AI topics. The program, comprising 18 sessions (6 modules), was implemented with 36 first-year students at A Middle School, Gyeonggi-do, in 2022. After implementation, a paired-sample t-test revealed significant improvements in AI learning self-efficacy and creative problem-solving skills. Participants also showed positive attitudes toward class engagement and reading activities. Implications for AI convergence education in connection with school libraries were discussed.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.59-85
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• 2007

This study examined patterns of engaging in "reading in connection to writing" (hereafter reading-writing practices) in the context of two ESL college composition classrooms. The purpose of this study was to explore whether the L2 proficiency level could be a key construct in explaining similarities and differences in reading-writing practices which students engaged in during the composing process. Multiple sources of data collected over the semester included interview protocols, written products, and observational notes. The results showed that the three proficiency groups under examination differed widely in the ways reading was connected to writing and in the types of intermediate texts produced during the composing process. The students in the high proficiency group produced more intermediate texts through an engagement in reading-writing practices connected to each other. On the contrary, the students in lower proficiency groups engaged in a limited range of reading-writing practices without support of intermediate texts. This study provides insight into the different ways ESL college students coordinate reading and writing while composing essays.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.19-34
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• 2010

This study investigates how EFL learners' chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required 'English Reading' course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners' comprehension not only in reading but also in listening.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.1
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• pp.81-94
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• 2003

Objectives：Developmental reading disorder is a condition which manifests significant developmenttal delay in reading ability or persistent errors. About 3-7% of school-age children have this condition. The purpose of the present study was to validate the diagnostic values of Word/Nonword Reading Test and Letter-Symbol Discrimination Task for the purpose of overcoming the caveats of Basic Learning Skills Test. Methods：Sixty-three reading-disordered patients(mean age 10.48 years old) and sex, age-matched 77 normal children(mean age 10.33 years old) were selected by clinical evaluation and DSM-IV criteria. Reading I and II of Basic Learning Skills Test, Word/Nonword Reading Test, and Letter-Symbol Discrimination Task were carried out to them. Word/Nonword Reading Test：One hundred usual highfrequency words and one hundred meaningless nonwords were presented to the subjects within 1.2 and 2.4 seconds, respectively. Through these results, automatized phonological processing ability and conscious letter-sound matching ability were estimated. Letter-Symbol Discrimination Task：mirror image letters which reading-disordered patients are apt to confuse were used. Reliability, concurrent validity, construct validity, and discriminant validity tests were conducted. Results：Word/Nonword Reading Test：the reliability(alpha) was 0.96, and concurrent validity with Basic Learning Skills test was 0.94. The patients with developmental reading disorders differed significantly from normal children in Word/Nonword Reading Test performances. Through discriminant analysis, 83.0% of original cases were correctly classified by this test. Letter-Symbol Discrimination Task：the reliability(alpha) was 0.86, and concurrent validity with Basic Learning Skills test was 0.86. There were significant differences in scores between the patients and normal children. Factor analysis revealed that this test were composed of saccadic mirror image processing, global accuracy, mirror image processing deficit, static image processing, global vigilance deficit, and inattention-impulsivity factors. By discriminant analysis, 87.3% of the patients and normal children were correctly classified. Conclusion：The patients with developmental reading disorders had deficits in automatized visuallexical route, morpheme-phoneme conversion mechanism, and visual information processing. These deficits were reliably and validly evaluated by Word/Nonword Reading Test and Letter-Symbol Discrimination Task.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.3
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• pp.61-89
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• 2018

The purpose of this study is to analyze the items related to digital reading and information literacy which were measured by PIAAC and PISA, to examine the measurement contents and methods of these literacy items, and to derive the implications for providing reading and information services for librarians at public libraries and teacher librarians. In order to solve the questions measuring digital reading literacy and digital information literacy, respondents commonly needed ICT skills as well as cognitive strategies. However, in digital reading literacy measurement items, the ability to comprehend and critically think about texts was emphasized. And in digital information literacy measurement items, the ability to use ICT skills, navigate, and evaluate whether or not to read the retrieved text was emphasized. Librarians and teacher librarians need to encourage readers to read and provide a customized competencies improvement program to reflect the performance results and characteristics of a particular group. And It is also necessary to improve and develop the library environment so that library user can understand and use library search system and the Korean decimal classification.

• 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.

• Journal of Korean Library and Information Science Society
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• v.39 no.3
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• pp.139-159
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• 2008

Much of the current literature on reading instruction supports the idea of teaching students a series of reading strategies instead of isolated reading skills. Reading strategies are plans or methods that can be used or taught to facilitate reading proficiency. In the meantime, the reading instruction program of school library is the reading promotion event has been limited. Therefore, the reading instruction program of school library need to focus reading strategies oriented instruction rather than reading skill. This Study categorizes Reading Strategies that divided into text type, text structure, reading process, cognitive strategies.