• English Language & Literature Teaching
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• v.7 no.1
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.319-345
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• 2009

Nowadays the researches on the reading materials about Mathematics are emphasized and quitely active. But most researches have just proposed the lists of books or materials of the reading activities in Mathematics. Therefore we choose the subject for this study as the analysis of the characteristic attitudes about Mathematics for 3-leveled (high, middle, low) high-school students who have studied Mathematics using the reading activities. After the applications of reading activities for leveled students, we have the following results. For the low-leveled students, the high-leveled(=difficult to understand) reading materials may loose the confidence and interest about Mathematics. The appropriate reading materials for leveled students will increase the interest and change the attitude about Mathematics. We expect that the reading activities in Mathematics extend the logical and rational thinking power that our society has required.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.191-200
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• 2006

Our research team has developed diagnosis papers which diagnose reading ability of students, reading materials and guidance of reading method which are proper for reading ability and various appreciation expression activities in the leveled reading supporting system applying the multimedia techniques, which is developed as a previous research for reading education that considers the reading ability and level of elementary school students. However some difficulties have been raised in activities after reading proper for level because we suggested them all the same regardless of level though we proposed the reading methods and reading materials by level, We tried to develop the leveled activities post-reading applying multimedia techniques which are proper for reading ability of students and exam the effects of leveled reading supporting system considering the subordinate goal of 7th Korean curriculum of elementary school and the ICT standard of the Education Ministry on this thesis for promoting an interest in reading of students. The leveled activities after reading which are applying multimedia techniques could be guided and applied on the web, and helped develop the reading ability and self-leading learning ability by raising the interest and concern of students in the activities after reading because the multimedia elements, instead of existing text, were added to the expression.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.41-49
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• 2009

It's going to be ubiquitous environment which is able to use web pages independent of time and a place by recent development of mobile techniques. On this, we improved the leveled reading supporting system according to U-learning environment and make student to read on both Off-line and On-line through connecting to E-book service. So we developed the reading supporting system which can improve the interests in reading and reading skill and proved the effects. U-learning based leveled reading education support system could be helped develop the reading ability by raising the interest in the activities reading and after reading.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.211-219
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• 2005

Several problems occur in reading education in a elementary school. They are the lack of considering the difference of student's capability and diagnosing their reading ability, the review activity focusing on only text and the discontinuation between school and home. Our system is designed and implemented to support leveled reading education using multimedia technology. We can diagnose the student's reading ability exactly and promptly and introduce suitable books considering their ability, and work the proper review activities with this system. It can help the students to interest their reading.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.78-85
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• 2005

초등학교 학생들의 독서능력과 수준을 고려한 독서교육을 위해 본 연구진이 선행연구로 개발한 멀티미디어 기술을 활용한 수준별 독서지원 시스템에서는 학생들의 독서능력을 진단할 수 있는 진단지, 독서능력에 알맞은 도서 및 독서방법 안내, 멀티미디어 기술을 활용한 다양한 감상표현활동 등을 개발하였다[4]. 그러나 독서교육 방법과 도서는 수준별로 제시하여 주었으나 독후 활동은 수준에 관계없이 동일한 활동을 제시함으로써 수준에 알맞은 독후 활동의 어려움이 제기되고 있다. 본 논문에서는 제7차 초등학교 국어과 하위목표와 교육부 ICT 기준안을 고려하여 독서에 흥미를 가질 수 있도록 학생들의 독서능력에 알맞은 멀티미디어 기술을 활용한 수준별 독후활동을 개발하고자 하였다.