• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.177-198
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• 2019

The purpose of this study is to understand student's reading motivation by laying out self-selected reading program and running it at school libraries. The self-selected reading program based on self-determination theory ensures the autonomy of book selection. The self-selected reading program in this study provided a number of scope and recommended book lists in order to ensure the autonomy of book selection and developed integrated reading and writing. After finishing this program, the author measured 6 domains of reading motivation with participated students who completed this course. As a result, it turned out that autonomous motive domains excessively surpassed heteronomous motive domains. Such autonomy of book selection, one of the key features from self-selected reading programs, is expected to help making the best use of school library collections by recommended book lists and stimulating stable and sustainable reading habits driven by self-motivation.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.299-320
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• 2012

We have information through a variety of media such as language, pictures and internet. Since we get information through texts mostly, we can say that reading ability which enables a person to read a text and understand its meaning basically is the most essential for people to possess. Taking the advantage of the fact that a school is a place where learning and daily-life guidance can be made at the same time, we need to try encouraging students to involve in learning process and feel a sense of accomplishment by adding consultation between a teacher and a student or between a student and a student in Korean subject. This study selected two fifth grade classes of an elementary school of small and medium-sized city as an experimental group and a control group respectively and applied reading strategy program by using interaction of complementary lesson as the number of ten times during five weeks. It focused on making students interested in complementary class and encouraging them to become active participants. This study's goal is to see if the reading strategy program affects students' reading comprehension, metacognition and a sense of self-efficacy The results of the study are as in the following: first, the reading strategy program of complementary lesson is effective in students' reading comprehension and a range of factual understanding and sentimental understanding. Second, the reading strategy program of complementary lesson is effective in adjustment area as a subordinate factor of metacognition. Third, the reading strategy program of complementary lessonis effective in students' sense of self-efficacy. It is shown that experience of using new reading strategy and successful experience and help in peer-group members have a positive effects on a student's sense of self-efficacy. Forth, as the result of satisfaction evaluation over the program with the students' activity report and researchers' observation results, the study shows that the organization and operation of the program influences on students' effort and participation to reach the goal together positively. Through the results as above, we can say that the reading strategy program of complementary lesson have a positive effect on a student's reading comprehension, metacognition and a sense of self-efficacy.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.21-42
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• 2009

The purpose of this study was to examine the effects of reading and discussion activities on children's self-esteem in a social welfare center called 'Gongbubang.' A reading/discussion program was constructed to serve the purpose of the study and suit the selected children by referring to earlier studies that found reading programs were effective at boosting the self-esteem of elementary schoolers. The subjects in this study were 21 children in 'HaedamGongbubang', a general social welfare center located in an urban region in South Gyeongsang Province. Out of them, 12 children who involved four boys and eight girls were selected as an experimental group, and nine who included five boys and four girls were grouped into a control group. The reading/discussion program was implemented in eight sessions during a four-week period of time from September 23 to October 15, 2009, twice a week, 50 to 55 minutes each. The instrument used in this study was Yoon Hyang-mi(2008)'s Self-Esteem Inventory, and the collected data were analyzed with a SPSS 12.0 program. The major findings of the study were as follows: First, the reading and discussion activities had an effect on bolstering the general self, social self and academic self of the children in the Gongbubang, a social welfare center. Second, the reading and discussion activities were effective at improving the general self and academic self of the school boys in the Gongbubang, a social welfare center. Third, the reading and discussion activities had an effect on fostering the social self and academic self of the school girls in the Gongbubang, a social welfare center. The findings of the study illustrated that the reading and discussion activities had an effect on furthering the self-esteem of the children in the Gongbubang, a social welfare center, and those activities are expected to be conducive to the self-esteem of children in Gongbubangs, which are social welfare centers.

• International Journal of Knowledge Content Development & Technology
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• v.9 no.1
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• pp.57-79
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• 2019

This study attempts to seek a solution, in terms of brain science, to stimulate reading activities of men to whom no attention has been given from the field of reading. In order to do so, brain pattern, reading tendency, reading preference, reading effectiveness and influence of reading were analyzed. As a result of the analysis, first, it showed that respondents' characteristics did not affect brain patterns, but school and social influences on reading were found to affect brain patterns. Second, reading propensity according to gender was observed to be different in terms of personal health, personal self - esteem, and cultural artistry. On the other hand, reading effectiveness was found to be different in terms of reading engagement and the willingness to continue reading whereas reading propensity according to the brain pattern was different in books related to humor and family matters. Third, reading satisfaction, reading engagement and willingness to continue reading all were observed to affect the reading activities of men. Suggesting measures to stimulate reading activities of men based on such findings, first, implementing dynamic reading education programs and finding reading models for men are needed. Second, when selecting books for reading program operations, books should be recommended according to gender rather than being selected en bloc by libraries. Third, since reading education at home shows high influences on both male and male-type brain pattern, the starting point of reading education should be made at homes. In particular, fathers, who can become a role model for men, need a reading role model, and reading education programs for fathers are also required.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.45-64
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• 2014

The present study aims to examine the effect of the reading guidance program that applied the Enneagram of Personality to a group of 6th year elementary school students. In order to verify the effect of the program, three variables with the highest correlation-self-encouragement, self-efficacy and sociality-were selected as the assessment tools for the present experimental study. Based on a group of 6th year elementary students as participants, the reading guidance instructions were given applying the Enneagram of Personality, and in order to verify the effect of those instructions, the students were divided into two groups and assigned to either an experimental or a control group.

• Proceedings of the Korean Society for Bioinformatics Conference
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• 2005.09a
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• pp.147-150
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• 2005

Proper PCR primer design determines the success or failure of Polymerase Chain Reaction (PCR) reactions. In this project, we develop GENE-PRIMER, a genomes specific PCR primer design program that is amenable to a genome-wide scale. To achieve this, we incorporated various parameters with biological significance into our program, namely, primer length, melting temperature of primers Tm, guanine/cytosine (GC) content of primer, homopolymeric runs in primer and self-hybridization tendency of primer. In addition, BLAST algorithm is utilized for the purpose of primer specificity check. In summary, selected primers adhered to both physico-chemical criteria and also display specificity to intended binding site in the genome.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.4
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• pp.161-184
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• 2023

This research is a case study of 'Seattle Reads', which launched in 1998 and has become the prototype of 'One Book, One City' Community Reading Promotion Campaign. The purpose of this research is to comprehend further the current state and future goals of 'Seattle Reads' as a typical 'One Book' program by documenting the characteristics of the 'One Book's selected for the past 25 years and their related events and activities. 'Seattle Reads' presented the model of 'One Book' program, which consists of the selection of 'One Book' for adult readers, its reading and discussion, and a variety of events and activities in the community. This analysis of 'Seattle Reads' demonstrates the continuity, consistency, self-reliance, and independence of a 'One Book' program, by reading and talking about 'One Book' by authors with diverse cultural and ethnic backgrounds, and trying to understand and integrate differences among people in the community.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.1
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• pp.139-164
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• 2007

This paper analyzed the effects of group bibliotherapy in junior high school assigned by Daegu Metropolitan Office or Education as a model school. Seventy seven students haying problems were selected and divided into the two different programs which developed for internalizing problems and externalizing problems respectively. Each bibliotherapy program has been carried out 15 times. The effects of two programs were proved positive and statistically significant. The effect of each program were differ from the other, owing to the purpose and reading materials. The study skewed bibliotherapy are more effective for students having internalizing Problems and female students. Bibliotherapy also affected student's reading attitude. In order to reach self bibliotherapy, developmental bibliotherapy should be connected to the reading guidance.

• Journal of East-West Nursing Research
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• v.29 no.1
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• pp.39-48
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• 2023

Purpose: This study aimed to identify the influences of parental neglect, national identity, and self-resiliency of multicultural adolescents on school adaptation. Methods: Participants are multicultural adolescents in the 4th year (2014) of the multicultural adolescents panel survey. Data were analyzed by descriptive statistics, independent t-test, ANOVA, pearson's correlation coefficient, and stepwise multiple regression analysis using SPSS 22.0 program. Results: Self-resiliency was the most influential factor on school adaptation of multicultural adolescents, followed by parental neglect, and national identity, mother's Korean reading ability, multicultural adolescents' speaking ability, city size, mother's education, and mother's speaking ability. Conclusion: Multicultural families who had an experience of parental neglect should be selected and those parents need to be educated about the appropriate parenting method to improve the school adaptation of multicultural adolescents. In addition, the school adaptation improvement program should be developed and provided to strengthen the national identity and self-resiliency of multicultural adolescents.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.71-91
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• 2012

The purpose of this study is investigate what effects of counseling program using children's poem on maladapted children in school on the children's self-esteem and school adjustment. For this, counseling programs using children's poem was developed and this counseling sessions were implemented to maladapted children in school and the research question to analyze the effect is as follows. First, what effect does the counseling program using children's poem have on the improvement of self-esteem of the maladapted children in school? Secondly, what effect does the counseling program using children's poem have on the school life of the maladapted children in school? The research target were maladapted children in school who are enrolled in the 4th grade in Elementary school. Through two different case studies, these students were selected after reflecting the opinions of the students' current homeroom teacher, parents, and friends. The counseling program using children's poem were conducted from June 2010 to July 2010, twice a week for a total number of 12 sessions. Each session consisted of 40 minutes and client's change process was explored. Through the counseling program using children's poem, this study collected data and examined the effectiveness of the program through comparing the results of the evaluated results of the language and behavior the target children responded, depth interviews with parents, friends, and teachers, behavior observation checklist, and the pre and post test results of the measurement tools. The results of this study is as follows. First, the counseling program using children's poem improved the self-esteem of the maladjusted child in school. Especially, among the sub-region of self-esteem, it was able to improve the domestic, social and academic self-esteem. Secondly, the counseling program using children's poem had a positive effect on the school adjustment of the maladjusted child in school. Among the sub-region of school adjustment, it had a positive change in the teacher relationships, peer relationships, and attitude. In addition, children's poem which was the reading material for the counseling program using children's poem was proven to work effectively in the counseling progress. Recitation and content of the children's poem promoted self-open of the client and as a result, it had a positive effect on improving relations with the counselor and this became the media that led to a successful counseling session. Therefore, I anticipate that this counseling program using children's poem will be actively used in counseling sessions through applying the results of this study and after revising the program so the counseling program could have a more efficient effect on self-esteem and school adjustment.