• Journal of the Korean Society for Library and Information Science
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• v.48 no.1
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• pp.195-214
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• 2014

The purpose of the study is to suggest a conceptual framework for the vacation reading programs in promoting children's love of reading in public libraries. Within the conceptual framework of free voluntary reading (FVR), the study identified the concept of reading that public libraries should pursue in developing children's reading programs and analyzed current vacation reading programs that four public libraries in Seoul held during winter and summer vacations of 2013. More specifically, the study analyzed (1) their purposes, (2) durations, targeted children groups, the number of children users, (3) their instructors, (4) the content design of the programs, (5) selected books, and (6) completion certificates and rewards for participation. Lastly, the study discussed whether the programs satisfied the characteristics for promoting free voluntary reading and played the roles for vacation reading programs in public libraries. The results of the study suggest the need for shifting the current vacation reading programs to be more inclusive, so that more children can develop to learn love of reading.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.1
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• pp.395-415
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• 2011

This research intends to evaluate the validity and suitability of English reading programs at public children's libraries and provide their effective administration strategies. For this, the study investigated the current operational practices of public children's library programs. Further, it conducted the survey for parents at 'S Children's Library' in Seoul on their perceptions and satisfaction of the English reading programs. In addition, the study performed the survey of the elementary school students participating in the programs as well as the observations of their studies. Based on the results, some suggestions have been made to improve administration strategies for English reading programs.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.89-107
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• 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 information Management
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• v.31 no.1
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• pp.7-29
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• 2014

The purpose of this study was to develop and evaluate a measuring scale for the effect of reading programs for children. First, in literature review, the effects and children's reading programs performance scales were analyzed, and then independent variables, dependent variables, and control variables for children's reading achievements were defined. Second, survey questionnaires for children, librarians, program instructors, and heads of child centers were designed to measure dependent variables and control variables on the scale. Third, the questionnaires for children were distributed to 10 public libraries participating in <2013 The Reading with Library> programs for two times in the early and the late time of the programs. Also, the survey questionnaires of 30 librarians, program instructors, and heads of the child centers were carried. Finally, all of the data were collected and analyzed in time series, and the improvements for the scale were proposed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.18 no.1
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• pp.5-22
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• 2007

This study aims to examine and analyse 'Stories from the Web(SFW)' in order to assist the development of reading programs for children and young adults in Korea. The British public libraries operate a reading program of 'Stories from the Web(SFW)' which is a web-based reading program for children 0 to 14 years old. SFW is not a reading program that enables children to read books on-line. but motivates children to read books in public libraries.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.181-200
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• 2012

The purpose of this study investigate the differences in children's reading abilities of environmental print according to children's age and types of parental literacy interaction. The subjects comprised 111 illiterate children, 3 to 4 years of age, and their mothers. The Children's Reading Abilities of Environmental Print Scale (CRAEPS), Parent's Literacy Interaction Rating Scale (PLIRS) as developed by Son (2012) were used in this study. The collected data are analyzed by means of descriptive analysis, K-mean cluster analysis, Correlations, and two-way ANOVA. The results of this study are as follows : Illiterate Korean children, aged 3 to 4 years, can read environmental print which are familiar to them, and an 'open interaction style' plays an important role in developing the child's reading ability of environmental print. Therefore, in order to develop child literacy, it is necessary to research, not only teaching methods for using environmental print in the home, child care centers, and in kindergarten, but also parent education programs regarding the importance of the mother's literacy interaction style.

• Journal of Korean Library and Information Science Society
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• v.41 no.3
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• pp.373-389
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• 2010

Bookmagic is a new reading program that encourages children of 5-15 ages to enjoy reading. Bookmagic provides free downloadable resources such as pre-reading and after-reading activities, booklists, posters and awards. Since a number of reading programs have already been developed, published and used, Bookmagic is not a toally new project. However, it is distinguished by the process of creating the program. While most of the reading programs available in Korea were developed by individual occupations(academic experts, private enterprises, civic organisations, associations of librarians or teachers), Bookmagic was designed by a team of various professionals including a picture book author, an academic researcher, a primary school teacher, a school librarian and two public librarians. Working in a partnership with other professionals, participant librarians had a unique opportunity to develop expertises on reading education as a creator of a program rather than as a deliverer.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• 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.

• Journal of Digital Convergence
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• v.17 no.6
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• pp.433-438
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• 2019

This study investigated the effects of young children's emotional reading ability on prosocial behavior. The participants in this study were 192 young children's. From December 17, December 27, 2018, after conducting a survey on emotional reading ability and prosocial behavior of infants, the data was analyzed using the SPSS WIN 22.0 program for pearson correlation analysis and regression analysis. The results of the analysis suggest the following: First, there were significant relationships between young children's emotional reading ability and prosocial Behavior. Second, young children's emotional reading ability affected prosocial behavior. In conclusion, this study is believed to be the basis for the development of programs to improve emotional reading ability and promote prosocial behavior.