• 한국컴퓨터정보학회논문지
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• 제18권4호
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• pp.201-211
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• 2013

본 연구의 목적은 연구 프로그램 적용 이후 ICT를 활용한 총체적 언어접근법의 교육적 효과를 규명하는 데 있다. 특히 읽기이해(세부 내용 이해 및 세부 내용 기억)에 주안점을 둔 읽기 능력에 미치는 영향에 주목한 것이 기존의 다른 연구와 차별성이 있다. 본 연구의 대상은 14~16세의 정신지체 아동이며 본 연구는 단일대상연구방법을 사용하였다. (1) ICT를 활용한 총체적 언어접근법이 세부 내용 이해에 효과가 있는가? (2) ICT를 활용한 총체적 언어접근법이 세부 내용 기억에 효과가 있는가? 그 결과는 다음과 같다. 첫째, ICT를 활용한 총체적 언어접근법은 정신지체아동의 세부 내용 이해 읽기능력을 증진시켰다. 둘째, ICT를 활용한 총체적 언어접근법은 정신지체아동의 세부 내용 기억 읽기능력을 증진시켰다. 셋째, ICT를 활용한 총체적 언어접근법은 중재 종료 이후에도 정신지체아동의 세부 내용 이해 및 세부 내용 기억 읽기능력의 유지에 긍정적 영향을 주었다.

• 정보관리학회지
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• 제36권3호
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• pp.37-60
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• 2019

본 연구는 고등학교를 대상으로 교육현장에 실질적 도움이 될 수 있는 실행연구(action research)를 통해 학교도서관 관점에서 독서방법이 조합된 독서전략이 고등학생의 읽고 이해하는 능력에 어떤 교육적 영향을 미칠 수 있는지 알아보았다. 그리고 독서전략이 청소년의 독서태도에 미치는 영향과 부가요인으로 독서태도의 변화가 텍스트 이해력과 관계성을 가지는지 확인하였다. 특히 독서조합의 긍정적 시너지 효과는 텍스트 이해력의 성취와 독서태도의 변화라는 독서성과로 이어지는 것을 확인할 수 있었다. 또한 텍스트 이해력과 독서태도 변화 간의 정적 관계가 확인되어 향후 청소년의 텍스트 이해력의 향상을 위한 독서태도의 효과적인 변화의 방향을 제안하였다.

• 영어어문교육
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• 제17권3호
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• pp.57-71
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• 2011

The purpose of this study is to investigate the possibility of the use of reading aloud as a way of teaching English reading in a formal college-level English reading classroom. The study tried to examine the effects of reading aloud on the development of English reading ability in terms of comprehension and speed and the students' perceptions of the use of reading aloud in an English reading classroom. The participants of the study were 36 third year students at a college. The results of the cloze test and reading speed test showed that reading aloud had a positive effect on the improvement of English reading ability. The students received higher scores in the cloze test after the course and read a text faster than before the course. The analysis of the course evaluation questionnaire indicated that the students in the study showed positive attitudes toward the use of reading aloud in an English reading classroom. Most of the students reported that reading aloud was an effective way of improving their English reading comprehension and speed. However, the students were not fully satisfied with the reading materials used in the study. The results of the present study indicated that reading aloud may be incorporated into a formal English reading classroom effectively.

• 아동학회지
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• 제20권3호
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• pp.199-216
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• 1999

The 121 five-year-old Korean subjects of this study were divided in 3 groups based on their experience in learning a foreign language (English). A battery of tests was administered to measure spoken and written language ability and the 3 metalinguistic domains of phonological, semantic, and syntactic awareness. Spoken language ability was positively correlated with semantic and syntactic awareness. The relative importance of each metalinguistic domain varied with level of written language development. Phonological awareness was the only predictor of decoding. Syntactic awareness and phonological awareness were significant variables in sentence comprehension. Metalinguistic ability was a better predictor of written language development than spoken language ability. Foreign language learning experience had an effect on syntactic awareness: low experience was superior to no experience, but high experience was not superior to low experience.

• 아동학회지
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• 제27권5호
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• pp.35-48
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• 2006

The purpose of this study was to examine the effects of advertisement-making activities on young children's language ability and creativity. The subjects of this study were 47 five-years-old children from child care center located in Gwangju City. The collected data were analyzed by idependent t-test using SPSS Program.The results of this study were as follows; First, experimental group which conducted the advertisement-making activities showed significantly higher improvement in sub-factors of language abilities, common sense, comprehension, vocabulary ability, commonness than comparative group. Second, experimental group which conducted the advertisement-making activities showed significantly higher improvement in sub-factors of creativity, fluency, uniqueness, elaboration than comparative group. It means that the advertisement-making activities improve young children's language ability and creativity.

• 아동학회지
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• 제28권3호
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• pp.175-185
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• 2007

This study examined types of errors made by young children on the Mathematical Ability Picture Test for Young Children(Hwang & Choi, 2007). The subjects were 30 5-year-old children. The process of taking the Mathematical Ability Picture Test was videotaped and the videotape was transcribed for analysis of errors. Findings were that in most of the sub-areas, strategy selection errors were dominant, followed by comprehension errors. Second, there was a tendency for boys and girls to make similar types of errors in every sub-area of the Mathematical Ability Picture Test for Young Children.

• 한국학교수학회논문집
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• 제4권1호
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• pp.125-136
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• 2001

This research is about how the adapted learning of descriptive assessment problems influence on the extension of the ability of the students. As a result, adapted learning of descriptive assessment problems totally led to positive effect, and according to the analyses of behavioral objectives divided into knowledge, comprehension and problem solving, they had more effect on the ability of students' problem solving. Learning attitude of the students were changed into self-centered learning attitude and interest on the subject of mathematics were highly increased since the research had started. If we adapt this research to the learning of mathematics after we develop various problems that can develop creativity, I'm sure that it will be a effective way for both extension of the ability and problem solving ability of the students.

• 한국도서관정보학회지
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• 제39권1호
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• pp.245-264
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• 2008

본 연구에서는 멀티미디어 전자책이 독서교육에 얼마나 유용하게 사용될 수 있는지 알아보기 위해서 전자책의 특성인 사운드와 인터페이스 기능을 갖고 있는 멀티미디어 전자책을 종이책과 비교하여 이 두 정보매체가 어린이의 독서 효과(정보 구성력, 정보 습득력 및 상상력)에 어떤 차이를 보이는지 조사하였다. 이외에 이 두 정보매체에 대한 어린이의 만족도 그리고 어린이의 개인적인 특성이 독서 효과에 어떤 영향을 미치는 지도 함께 살펴보았다. 실험 결과, 첫째, 독서 효과에서는 두 권의 책에서 각각 종이책의 정보 구성력과 정보 습득력이 전자책 보다 앞선 것으로 나타났다. 또한 다른 두 권의 책에서는 전자책의 정보 습득력이 종이책 보다 더 높게 나왔으나 전체 평균에서는 정보매체유형이 독서 효과에 통계적으로 유의미한 차이를 가져오지 못한 것으로 나타났다. 둘째, 초등학생의 종이책과 전자책에 대한 만족도는 종이책의 만족도가 더 높게 나타났으나 그 차이는 통계적으로 유의미하지 않았다. 셋째, 어린이의 독서량이 독서 효과의 세 가지 변인 중 정보 구성력과 정보 습득력에 긍정적인 영향을 미치는 것으로 나타났다. 끝으로 독서교육 또는 교과 관련 독서교육을 위한 멀티미디어 전자책 이용을 활성화시키기 위한 방안에 대해서 제안하였다.

• 대한후두음성언어의학회지
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• 제16권2호
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• pp.158-164
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• 2005

Melody intonation therepy (MIT) is to improve the linguistic aspects of the verbal utterance for aphasic patients utilizing the intact right brain. It is applied to the aphasic patients with good comprehension, poor fluency, and little available speech are thought to be ideal candidates. The purpose of the study was to investigate the effects of Korean Melody intonation therapy (kMIT) in patients with non-fluent aphasia. Five male non-fluent aphasic patients were participated in this study. Average ages were 49.9 years old. Each therapy took 45-50minutes once a week for six months. Aphasic Screen lest (RISS) was used to assess language parameter such as Auditory comprehension, oral expression, reading, writing and calculation ability before and after kMIT. Mean of Length Utterance, verbal intelligibility and articulation disorder were assessed also. Computerized Speech Lab was used to assess the acoustic characteristics of aphasic patients before and after kMIT. The results are as follows : 1) Auditory comprehension, oral expression, reading, writing and calculation ability of the subjects increased after UH'. However, only oral expression showed significant difference (p<0.05). 2) Mean of Length Utterance of five patients generally increased after Un. 3) After kMIT, verbal intelligibility increased and showed significant difference (p<0.05). 4) Misarticulation rate generally decreased after m. 5) Voice Onset Time of the alveolar lenis /t/ and velar lenis /k/ gradually decreased after kMIT. 6) However, intonation pattern were increased gradually in yes'no question after kMIT.

• 말소리와 음성과학
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• 제2권3호
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• pp.171-178
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• 2010

This study examined the relationship between speech intelligibility and comprehensibility for hearing impaired children with cochlear implants. Speech intelligibility was measured by orthographic transcription method for acoustic signal at the level of words and sentences. Comprehensibility was evaluated by examining listener's ability to answer questions about the contents of a narrative. Speech samples were collected from 12 speakers(age of 6~15 years) with cochlear implants. For each speaker, 4 different listeners(total of 48 listeners) completed 2 tasks: One task involved making orthographic transcriptions and the other task involved answering comprehension questions. The results of the study were as follows: (1) Speech intelligibility and comprehensibility scores tended to be increased by decreasing of severity. (2) Across all speakers, the relationship was significant between speech intelligibility and comprehensibility scores without considering severity. However, within severity groups, there was the significant relationship between comprehensibility and speech intelligibility only for moderate-severe group. These results suggest that speech intelligibility scores measured by orthographic transcription may not accurately reflect how well listener comprehend speech of children with cochlear implants and therefore, measures of both speech intelligibility and listener comprehension should be considered in evaluating speech ability and information-bearing capability in speakers with cochlear implants.