• 아동학회지
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• 제26권1호
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• pp.15-29
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• 2005

This study investigated 2- and 3-year-olds' story comprehension by story structure, Sixty-eight children from day-care centers in Seoul and Kyunggi province were tested story comprehension about causal, noncausal, discontinuous story presented by pictures. Story comprehension included literal, inferential, & empathic comprehension, Data were analysed by ANOVA(repeated measure) and t-test. The result showed that 3-year-olds scored higher in literal and inferential comprehension than 2-year-olds. Children's story comprehension(literal, inferential, & empathic) scores were higher in causal structure than discontinuous and noncausal structure.

• 아동학회지
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• 제22권1호
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• pp.227-240
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• 2001

This review examined trends in research on the assessment of Korean children's story comprehension. Specific areas that were analyzed included types of questions asked in the assessment and variables treated as relevant to the assessment of story comprehension. Literal, inferential, and critical questions were identified. Among the 33 studies reviewed, 20 used all 3 types of questions, the other 13 used only literal questions. The studies using only literal questions interpreted comprehension of a story as "comprehension of letters and/or components of a story." The other studies interpreted it as "comprehension of implied meaning of a story." Other relevant variables were "teaching strategies" (29 studies) and "structural components" (4 studies). None of the studies treated "children's internal variables related to story comprehension."

• 아동학회지
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• 제24권5호
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• pp.15-26
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• 2003

In this study of children's story comprehension, 157 first grade students were randomly selected from 2 elementary schools. Based on their test scores on standardized reading comprehension test, 36 children in the upper and in the lower 25th percentiles were assigned to either a high or a low reading group. Children of both groups read the same story presented either by CD-ROM or by printed-book. Story comprehension was measured by retelling the story and by questions on comprehension. Data were analyzed by 2-way ANOVA. Results showed significantly higher comprehension scores in CD-Rom compared with the printed-book group. The difference in comprehension scores between the CD-ROM and the printed-book groups was greater than in the low reading group compared with the high reading group.

• 아동학회지
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• 제28권2호
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• pp.39-53
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• 2007

This study investigated the relationship between young children's comprehension and story making(narrative) by age and gender. Subjects were 109 3-, 4-, and 5-year-olds at two child care centers in K Province. Data were analyzed by two-way ANOVA and simple regression analysis. Results showed differences in comprehension between 3-, 4- and 5-year old children and differences in story making ability between 3- and 5-year-old children. Children's comprehension and story making had positive relationships. Specifically, there were significant relationships with children's comprehension and story construct concept, sentence structure level, language(vocabulary and sentence structure). In sum, the results of this study reveal that young children's comprehension ability is partially related to story making ability by age.

• 아동학회지
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• 제31권2호
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• pp.119-133
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• 2010

The purpose of this study was to examine how the home and classroom literacy environment affect preschool children's story comprehension. The subjects were 213 pairs of children (aged 4-5) and their mothers, and 107 classrooms. The Home Literacy Environment Rating Scale (Park & Kim, 2008), Classroom Literacy Environment Observation Scale (Kim, Kim, Im, & Lee, 2008) and the Children's Comprehension Ability Test (Jung & Kim, 2003) were used in this study. The collected data were analyzed by means of two-way ANOVA, partial correlations, Pearson correlations, hierarchical regressions. Our results indicated that preschool children's story comprehension increases when both home and classroom literacy environment are well resourced and supported. In particular, it is essential that parents spend as much time as possible reading books with their children and that teachers provide children with an amply resourced literacy environment together with appropriate activities in class geared towards story comprehension improvement.

• 아동학회지
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• 제35권4호
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• pp.249-262
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• 2014

This study investigated differences in children's story comprehension as they related to the types of reading media. The participants comprised 62 four-years-olds from two child-care centers located in a middle-income region of Seoul and Gyeonggi Province. In order to control the experience effect, newly developed stories published into two formats of reading media (paperback books and electronic books) were provided to the participants. The results indicated that there were no significant differences in children's story comprehension depending on the types of reading media. Paperback book readers and electronic book readers did not show any significant difference in story comprehension, which consists of recall, recognition and reasoning tasks. As literature pertaining to children's usage of electronic books is limited, the present study offers guidelines for the development of children's reading media and may serve as a useful resource for future studies.

• 한국융합학회논문지
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• 제11권12호
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• pp.383-390
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• 2020

본 연구는 알츠하이머와 혈관성 치매 환자를 대상으로 구어유창성과 이야기이해 과제 수행능력의 차이 및 작업기억 처리수준과의 상관 그리고 언어능력 관련 요인선별을 위해 시행되었다. 전반적인 인지능력에서 차이를 보이지 않는 각기 15명의 환자를 대상으로 구어유창성 내 음소유창성 및 이야기이해 그리고 작업기억 하위과제인 지연회상과 재인과제에서 두 그룹 간 유의한 수행능력의 차이를 보였다. 상관 및 회귀분석에서는 알츠하이머 그룹이 작업기억 내역행 숫자기억 과제와 이야기이해 과제에서만 유의한 상관을 보인 반면, 혈관성 치매 그룹은 추가적으로 재인 점수에서도 이야기이해 능력과의 유의한 상관이 나타났다. 한편, 회귀분석에서는 혈관성 치매 그룹에서만 언어적 작업기억 능력이 이야기이해 능력의 예측 요인임을 확인하였다. 결론적으로 두 유형의 치매를 구분하는 데 있어 음소유창성 과제 외에 이야기이해 및 작업기억 과제가 유의한 도구임이 확인되었는데, 이를 통해 두 유형의 치매에 대한 분류기준을 제고함은 물론 적절한 치료계획 및 효율적인 중재에 부가적인 기여를 할 것으로 보인다.

• 아동학회지
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• 제21권1호
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• pp.235-252
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• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• 한국언론정보학보
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• 제81권
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• pp.299-328
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• 2017

본 연구는 소셜미디어에서의 뉴스 정보 수용을 기존의 전통적인 신문기사 형식의 뉴스 읽기와 비교 분석했다. 전통적인 신문기사 읽기 조건과 비교할 때 소셜미디어를 통한 뉴스 전달은 대화저널리즘 양식으로 이뤄진다고 보았으며 이러한 양식의 차이가 뉴스 정보의 기억과 구성에 어떤 차이를 만들어내는지를 유사실험을 통해 관찰했다. 실험에서는 동일한 내용의 가상의 기사를 전통적인 신문기사 형식과 소셜미디어의 대화체 이야기 정보 방식으로 제작해 신문기사 조건과 소셜미디어 조건에 활용했다. 뉴스의 이해 정도를 정보 기억(전체 내용 기억, 주요 내용 기억, 내용을 틀리게 기억한 정도, 부가적인 정보의 기억, 사실 정보 획득)과 구성(인과관계 기억)의 두 가지 측면에서 관찰했다. 분석결과, 신문기사 조건은 소셜미디어 조건보다 정보 기억에서 더 뛰어났다. 전체 내용의 기억 정도, 주요 내용을 기억한 정도, 부가적인 정보를 기억한 정도, 사실 정보 획득 등에서 신문기사 조건이 우세했으며, 내용을 틀리게 기억한 정도는 소셜미디어 조건이 더 높은 것으로 나타났다. 인과관계 기억의 경우, 일반적 인과관계를 기억하는 정도는 소셜미디어 조건이 더 뛰어났지만 해당 기사에 특정한 인과관계를 기억하는 정도는 신문기사 조건이 소셜미디어 조건보다 유의미하게 더 높은 것으로 나타났다. 이러한 연구결과는 전통적인 신문기사 형식이 뉴스 내용을 이해하는 데 도움이 됨을 시사하고 있다.

• 아동학회지
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• 제22권1호
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• pp.163-175
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• 2001

This study investigated the effect on children's literacy of teacher-child discussion about the contents of storybooks. The subjects were 10 experimental and 10 control 5-year-old kindergarten children in Cheongju. The experimental design was the Split Plot design. The research instruments used for pre- and post-tests were the Vocabulary Decoding Competence Test(Lee, 1998), Writing Competence Test(Lee & Lee, 1990), Story Comprehension Competence Test(Lee, 1998; Morrow, 1990), and the Emergent Reading Ability Judgements for Favorite Storybooks(Sulzby, 1985). Data were analyzed by ANOVA with repeated measures. Results showed that the teacher-child discussions about the contents of storybooks were effective for improving children's competence in decoding vocabulary, writing, and story comprehension but not for improving emergent reading ability.