• The Korean Journal of Community Living Science
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• v.25 no.4
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• pp.619-628
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• 2014

This study analyzes whether children's independent picture book reading affects their reading activities and whether the mother-child interaction during this reading improves their reading activities. The study provides basic data and policy implications for developing children's reading ability. Data were collected from a sample of 192 children aged 4 and 5 in Seoul and Anseong, where a survey of their mothers as well as their nursery school teachers was conducted. Variables of interest were analyzed through a correlation analysis and a hierarchical regression analysis, First, children's reading recognized by their mothers was bipolarized as "very high" or "very low". Second, children's reading activity had a significant positive relationship with independent reading, indicating that children active in independent reading were likely to develop their, reading ability. Third, in addition to independent reading, the mother-child interaction had a significant positive effect on children's-reading ability, indicating the importance of the mother's role in developing the child's reading ability.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.99-128
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• 2016

The government introduced a free semester in 2013, current targets middle school education as a core policy for nurturing creative talent, the year 2016 has been carried out in front of all middle school. This purpose of this study was to develop and spread the library-based reading culture program model for free semester. In this study, for which students, teachers, parents, conducted a survey of the reading culture program requirements librarian. A library-based reading program of free cultural self-semester course four areas according to the configuration (career exploration activities, group activities, arts and sports activities, theme activities select) was developed.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.111-136
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• 2011

In the 90s, due the Japanese students' degradation in reading comprehension from literacy escape, it was serious social phenomenon that brought reading crisis in Japan. However, school libraries and related institutions regarded this as a turning point and started to reset revise their legislations and focused on environmental improvement of children's reading activities from various aspects by conduction reading related activities. This study is to help understanding macro-environment of Japanese school libraries by introducing and summarizing all the efforts from each fields for restructuring reading environment mainly around the school libraries from 90's in Japan.

• Korean Journal of Child Studies
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• v.25 no.1
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• pp.31-46
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• 2004

This study of 322 elementary school children examined the interrelatedness of internet preference, frequencies of internet activities, usage of children's popular internet sites, knowledge of internet sites, and children's reading abilities. Usage of children's popular internet sites and knowledge of internet sites are interrelated with decoding and comprehension. Age, knowledge of internet sites, and sex predicted children's reading abilities. The extent of exposure to various internet activities differentiated children's reading comprehension. Results show that processes of reading text information and multimedia materials through the internet involve not only the skills of reading traditional printed texts but also new reading strategies.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.5-28
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• 2012

This study was aimed to compare teacher's and mother's literacy beliefs, perception of picture books, and frequency of reading activities, and examine how these variables affect the interaction for reading picture books with preschoolers. The results of the survey from 120 teachers and 168 mothers who have 5-year-olds in Gyeonggi-do and Incheon-si are as follows. Teachers' literacy beliefs were closer to whole language beliefs than were mothers'. Teachers and mothers both fully realized the importance of reading aloud picture books to children with no difference between each other. The level of teachers was higher than mothers' in terms of pleasure of reading picture books. Mothers thought that it is important to reflect on preschoolers' development level, individual conditions, and daily lives when choosing picture books. On the other hand, teachers believed that the popularity of the book is more important. Overall, teachers perceived more benefits of reading picture books than mothers. Mothers reported more extensive interaction when reading books with preschoolers than teachers, while teachers spent more time on reading activities with preschoolers than mothers. Teachers' and mothers' frequency of reading activities and perception about the benefits of reading picture books had effects on their interaction for reading picture books with preschoolers.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.159-180
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• 2007

The present study proposes a set of activities of teaching English reading through English newspapers to narrow the gap between the English required in authentic situation and the one taught in schools. Newspapers can provide students with opportunities to review what they have studied in the classes. The purpose of this study is, therefore, to investigate how extra-curricular activities using English newspapers have an influence on the development of the three low-achieving high school students' English reading ability. The five-month study yielded that the activities using English newspapers exerted positive effects on the students' interest in English and their English scores. It suggests that using English newspapers as teaching materials may be a desirable way both to motivate students to study English harder and to develop their English reading ability.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.123-141
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• 2006

The phonemic awareness program included construction of 45 activities emphasizing various sounds in speech and letter names using a storybook. The subjects were thirty 1st and 2nd grade low-income(15 experimental and 15 control group) children attending an after-school program in Seoul. Pre- and post-tests assessed children's reading, self-concept, and learning motivation. The experimental group children had rich opportunity to deal with and discuss sounds, syllables, phonemes, and the Korean alphabet names during storybook reading, games, and play over a 12 week period, while the control group children were provided with worksheets, subject tutoring, and homework guidance. Results showed that the phonemic activities were an effective and useful way to enhance children's reading ability, self-concept, and learning motivation.

• School Mathematics
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• v.15 no.2
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• pp.405-427
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• 2013

In this study, we have accomplished content area reading activities for pre-service teachers since 2003. These activities were guided each year to students of the college of education. We proceeded our content area reading activities by four courses. Four courses consisted of reading the book, discussion of reading, announcement of the results, reminding announcement. After content area reading activities, the pre-service teachers have learned naturally the knowledge and ideas that will help in teaching mathematics. And they have shared and expand their knowledge and ideas with colleagues. Moreover the pre-service teachers came to realize that content area reading is very important in pre-service mathematics teacher education. In the study, it was suggested that there is a need to provide opportunities to experience the content area reading for pre-service teachers in mathematics teacher education.

• Journal of Korean Library and Information Science Society
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• v.34 no.4
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• pp.179-202
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• 2003

Reading is a typical representative knowledge and information activities. It is a put of the presents man and by itself Read-learning is the cognitive and social activities of the creating platonic world. However, in the education training of students become a visible problems of read-learning too many. To solve the problems have to pull off a systematical plan in read activities. This aims to purpose the model of the union reading contents management as the method for the read activity based on the problems analysis of read-learning activity. It is reading contents management as the model knowledge cresting processes.