• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.719-730
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• 2020

This study examined the degree and relations of stroke literacy, health literacy, stroke knowledge, and self-management to identify the significant determining factors affecting stroke prevention among middle-aged and older adults with a high incidence of stroke. Data on the sociodemographic characteristics, stroke literacy, health literacy, stroke knowledge, and self-management of 198 participants were collected from December 5, 2019, to March 31, 2020, using a structured questionnaire. The data were analyzed using the SPSS/WIN 23.0 program. The determining factors affecting self-management in middle-aged and older adults were age (β=.190. p=.015), followed in order by smoking (β=-.226, p=.001), self-rated health status (β=.297, p<.001), and stroke knowledge (β=-.168, p=.014); the explanation power was approximately 20.3%. The results suggest that the self-rated health status and stroke knowledge should be considered when developing nursing interventions to improve self-management among middle-aged and older adults. Furthermore, it will be necessary to find the intervening variable between stroke knowledge and self-management for community-dwelling middle-aged and older adults in the community. Overall, these findings underscore the importance of systematic and ongoing education on stroke prevention.

• Journal of Families and Better Life
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• v.25 no.3 s.87
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• pp.151-168
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• 2007

The purpose of this study was to investigate the causal relationship of kindergarteners' alphabet knowledge to their ability to read words, in connection with the features of the Korean alphabet 'Hangul'. A total of 289 children aged four to six from three kindergartens in Busan participated in the study. The main results are as follows. To begin with, the participants showed continuous development in the knowledge of consonant names, vowel sounds, the vowel stroke-adding principle, and the alphabet composition principle. Meanwhile, discontinuous development was found in the knowledge of consonant sounds and the consonant stroke-adding principle, which indicated that kindergartners could show differential speed in various sub-skills of literacy development. The kindergartners' naming of consonants developed before their recall of consonant sounds, and the knowledge of consonant sounds had an effect on the knowledge of vowel sounds. Children had difficulty in treating more complicated letters of the alphabet stroke-adding principle test, and eve syllables of the alphabet composition principle test. Most importantly, the children's alphabet knowledge was strongly related to their ability to read words written in Hangul, as kindergarteners with a greater knowledge of alphabet names, sounds, and principles were shown to read words better.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.13 no.1
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• pp.199-206
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• 2019

This study aims to identify whether the action-observation training impacts on the improvement of stroke patient's cognitive functioning. When it comes to the research methods, Korean version of Mini-Mental State Examination (MMSE-K) and Literacy Independent Cognitive Assessment (LICA) conducted to assess samples between 23 April and 18 May 2018. Samples are seven patients who are hospitalized in Kyung-In region. In the meantime, seven tasks such as the range of joint motion (ROM) dance, arrangement of pullover clothes, lacing-ups of a pair, folding up a facecloth and socks, the origami and tying a necktie implemented as the action-observation programme. In order to analyse collected data, descriptive statistics analysis, paired t-test and the Wilcoxon signed-rank test were carried out via SPSS version 20 (a statistics programme). The change in value from MMSE-K showed its statistical significant as 3.29 (±1.38, p<.001) as well as value from LICA in recollective powers was 12.16 (±6.73), therefore, the statistic is said to be statistically significant. In conclusion, action-observation training most influenced recollective powers amongst stroke patient's cognitive functioning areas. Even though development of cognitive functioning discovered in other areas, its values were possibly statistically insignificant. Hence, future research ought to demonstrate which areas action-observation training is effective according to brain lesion site.