• 아동학회지
• /
• 제32권6호
• /
• pp.123-139
• /
• 2011

This study sought to examine the impact of reading ability and vocabulary at age 5, as well as analyzing the impact which children's gender, parental education level and family income level has on reading comprehension ability and vocabulary at the first grade level in primary school. The study also sought to compare the characteristics of the results obtained in Korea and Japan on this particular research topic. For the Korean part of the study, 328 first grade Korean children, who had participated in the initial testing as five-year olds and agreed to participate in the longitudinal study were tested; whereas in Japan, 215 students were tested. The study results indicated that, in the case of Korea, reading comprehension ability in the first grade was affected by vocabulary and reading abilities at age 5, gender, as well as the mother's education level, in that order. In Japan, it was affected in the order of vocabulary, gender, and father's education level. In terms of first grade vocabulary, in the case of Korea, it was affected in the order of vocabulary and reading ability at age 5 and father's education level; whereas in Japan, it was affected in the order of vocabulary, gender, and reading ability. In both Korea and Japan, at age 5, vocabulary was shown to have a more significant impact than reading ability on both of language ability and vocabulary in the subsequent primary school period. As such, it can be seen that more interest should be shown not only in the ability to read at age 5 but also in expanding the vocabulary of children at this age through appropriate interaction and support.

• Child Studies in Asia-Pacific Contexts
• /
• 제4권1호
• /
• pp.47-63
• /
• 2014

The purpose of this study was to develop a screening test for children at risk of reading underachievement and to investigate the effectiveness of the early-stage intervention program. In the first part of the study, we recruited 155 elementary first grade students for a screening test. Phonological deletion, digit naming, object naming, and sound-letter correspondence knowledge of a screening test, all assessed at the beginning of the school year, predicted the reading ability at the end of the school year. In the second part of the study, we analyzed the difference in the reading ability between fourteen children who participated in the intervention program and eighteen non-participating children. Reading ability was assessed by evaluating word recognition, oral reading fluency, reading comprehension, and pseudo-word recognition. The reading ability of intervention group improved more compared to control group, and the difference between two groups accentuated over time. However, final analysis conducted in November revealed that two groups did not differ significantly in oral reading fluency. This suggests that, unlike word recognition and comprehension, fluency might not dramatically improve in a short period.

• 한국도서관정보학회지
• /
• 제54권3호
• /
• pp.223-248
• /
• 2023

이 연구는 독서 능력과 읽기 능력의 연구 동향을 비교 분석하기 위해 진행되었다. 이를 위해 '독서 능력'과 '읽기 능력'으로 검색된 논문을 개별적으로 수집한 후, 저자 키워드를 대상으로 키워드 네트워크 분석을 진행하였다. 분석 결과 대학에서 진행되는 독서/읽기 교육과 관련된 연구들은 독서 능력과 읽기 능력이라는 용어를 혼용하여 사용하고 있으며, 독서 능력 관련 연구에서는 대학 교육 내용을 제외하면 학교도서관에서 진행되는 사서교사의 정보활용능력, 자기주도학습, 정보서비스 관련 교육이 주요 연구 영역이고, 읽기 능력 관련 연구에서는 아동의 초기 문해 관련 연구, 이와 연결된 부진, 장애 관련 연구들이 주로 진행됨을 확인하였다. 또한 독서/읽기 능력의 평가와 관련된 연구는 독서 능력과 읽기 능력 영역에서 모두 진행되고 있지만 활성화되지 않았고, 청소년 독자에 대한 연구는 독서 능력과 읽기 능력 모두에서 활발하지 않음을 확인하였다.

• Clinical and Experimental Pediatrics
• /
• 제64권10호
• /
• pp.497-503
• /
• 2021

Reading disability (dyslexia) refers to an unexpected difficulty with reading for an individual who has the intelligence to be a much better reader. Dyslexia is most commonly caused by a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell. In this paper, I describe reading disabilities by focusing on their underlying neurobiological mechanisms. Neurobiological studies using functional brain imaging have uncovered the reading pathways, brain regions involved in reading, and neurobiological abnormalities of dyslexia. The reading pathway is in the order of visual analysis, letter recognition, word recognition, meaning (semantics), phonological processing, and speech production. According to functional neuroimaging studies, the important areas of the brain related to reading include the inferior frontal cortex (Broca's area), the midtemporal lobe region, the inferior parieto-temporal area, and the left occipitotemporal region (visual word form area). Interventions for dyslexia can affect reading ability by causing changes in brain function and structure. An accurate diagnosis and timely specialized intervention are important in children with dyslexia. In cases in which national infant development screening tests have been conducted, as in Korea, if language developmental delay and early predictors of dyslexia are detected, careful observation of the progression to dyslexia and early intervention should be made.

• 아동학회지
• /
• 제27권4호
• /
• pp.81-102
• /
• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.

• 영어어문교육
• /
• 제17권1호
• /
• pp.17-35
• /
• 2011

The purpose of this study was to explore the effect of an explicit word instruction for EFL beginning readers and their perception on the learning experience. Data were attained from 16 fourth graders who took English class as a development activity. Data include the results of pre- and post-test of high frequency sight word recognition, oral reading ability, students' survey responses, and teacher observation. The descriptive statistics were obtained for the result of the pre- and post-test. The findings from the student survey and teacher observation were also provided and interpreted to better understand the result of project and students' perception on the learning experience. The followings are the results of this study. The word recognition ability of the students was dramatically improved after the project. The students were satisfied with the overall learning experience perceiving it as helpful and fun learning. They expressed that the explicit word instruction helped their word recognition and reading ability. The results also supported that the confidence of students on their reading ability were heightened. Several suggestions are made for teachers and researchers on the word instruction for young EFL learners who are beginning readers.

• 아동학회지
• /
• 제27권1호
• /
• pp.113-124
• /
• 2006

Korean children reading Hangul was studied in children between 2 and 5 years of age. Subjects were 400 young children in each age group from kindergartens or day care centers in 6 cities of Jeon-buk Province. Teachers used a checklist based on Lee, Cha-Suk(2003) to assess children's reading ability. Data were analyzed by frequency, percentage, and $x^2$ using SPSS 10.0 program. Results showed age differences in young children's reading of Hangul. Developmental levels consisted of looking at pictures because of absence of linguistic awareness about words, skipping pages of text without pictures, pronouncing phonemes, being aware of phonemes and of the difference between pictures and print, and knowing that the same phonemes can be applied to different words.

• 디지털융복합연구
• /
• 제17권6호
• /
• pp.433-438
• /
• 2019

본 연구에서는 유아의 정서읽기능력이 친사회적 행동에 미치는 영향을 알아보고자 하였다. 연구대상은 G시에 위치하고 있는 사립유치원 만 5세 192명이다. 2018년 12월 17일부터 12월 27일까지 유아의 정서읽기능력과 친사회적 행동에 관한 조사를 실시하였다. 수집된 자료는 Pearson의 상관관계분석과 다중회귀분석을 실시하였으며, SPSS WIN 22.0 프로그램을 사용하였다. 자료 분석 결과 첫째, 유아의 정서읽기능력과 친사회적 행동은 유의미한 상관관계가 있는 것으로 나타났다. 둘째, 유아의 정서읽기능력은 친사회적 행동에 유의미한 영향을 미치는 것으로 나타났다. 결론적으로 본 연구는 정서읽기능력 향상과 친사회적 행동 증진을 위한 프로그램 개발에 대한 기초자료가 될 것으로 사료된다.

• International Journal of Advanced Culture Technology
• /
• 제8권2호
• /
• pp.101-108
• /
• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• 한국융합학회논문지
• /
• 제8권12호
• /
• pp.235-241
• /
• 2017

본 연구는 유아 영어교육에서 유아의 음소인식과 음철법 향상을 위한 학습 효과를 극대화하기 위해 유아의 학습에 대한 흥미와 동기부여에 유용한 교육 자료를 연구하고 그 효용성을 검증하는 데 목적이 있다. 스토리 캐릭터 파닉스를 활용한 수업이 유아영어의 음소인식과 음철법에 미치는 영향을 검증하고 스토리 캐릭터 파닉스 학습을 적용하여 효율적인 음소인식과 음철법 능력 향상 방안을 제시하고자 한다. 본 연구는 충청남도 G시 S유치원 유아 24명을 실험집단과 비교집단으로 선정하여 2016년 3월부터 5주간 주3회 30분, 총 15차시로 실시했다. 스토리 캐릭터 파닉스가 음소인식과 음철법에 미치는 영향을 분석한 결과는 다음과 같다. 첫째, 실험집단과 비교집단은 동질집단으로 15차시에 걸친 수업 후, 스토리 캐릭터 파닉스를 활용한 집단의 음철법과 음소인식 영역의 점수가 통계적으로 유의미하게 높았다. 둘째, 유아들은 스토리 캐릭터 파닉스로 활용한 수업을 통해 학습 흥미도가 높아진 것을 알 수 있었다.