• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.541-565
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• 2021

The study is aimed at designing an effective edutech platform based on online remote classes, and clarifying the effect of empathy competence of youths through the operation linked with the empathic reading program focusing on reading. To this end, after constructing the environment for education and drawing a class model based on components of edutech for remote classes on the basis of previous studies and elaborating the empathic reading education program, this study has been conducted for one semester for 107 students in 4 classes in their 1st grade at S middle school, Gyeonggi-do in order to apply them to fields. As a result of the study, the empathy reading program that a remote class model was applied has shown a meaningful difference among groups in cognitive empathy and emotional empathy, and it was found that there was a statistically meaningful difference between the two groups in total scores. Besides, the effect and meaning of adolescents' empathy competence have been verified through the remote empathy reading education and the empirical analysis, and the direction to develop the empathy reading program has been suggested for a solution to settle differences in students' learning due to COVID-19.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.95-107
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• 2006

This study measured various types of joint book reading behaviors of parents of preschool children using two different text genres. Participants were the parents of 35 preschool children 4 years of age. Parent-child dyads were videotaped during periods of joint book reading using two different types of text(informational and narrative). Results indicated differences in maternal behavior between the two types of texts. The informational book elicited a higher amount of print concept behaviors and more content behavior while reading the narrative book. Among content-related behaviors parents used more labeling during the informational genre. On the other hand, parents' use of description and judgment were significantly higher in the narrative genre compared with the informational genre.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.171-187
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• 2012

This study aims to investigate the effects of learning strategy-based early reading instruction for English underachieving students. For this purpose of the study, sixteen learning strategies were driven from the review of previous related literature and the result of the survey conducted to the students and the teachers. Strategy integrated early reading instruction was implemented to nine students for thirteen weeks. The word recognition test was conducted before and after the instruction to examine whether the instruction had effects on the increase of their early reading skill. In addition, in order to investigate certain change in students' affective aspects after the instruction. The research conducted survey to the students. A teacher's field note and students' class journal were also analyzed to verify the results from the quantitative test. The results indicated that the instruction led to the increase of students' early reading skills. It was also found that the instruction motivated the underachieving students to devise a strategy for their learning process.

• Korean Journal of Cognitive Science
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• v.17 no.1
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• pp.15-27
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• 2006

The effects of the number of Hangul syllable, the nunber/location of batchim in a Hangul word, and compound/noncompound Hangul word on memory span were examined. The results were that (1) the more syllables a word had, the lower us memory span was, (2) the more batchims a two-syllable word had, the lower its memory span was (Korean batchim effect on memory span), (3) noncompound word had higher memory span than compound word. The reading speed of above mentioned words was measured and the results were that (1) the more syllables a word had, the slower its reading speed was, (2) but the reading speed of a two-syllable word was forest when it had a batchim on second syllable than when it had no batchim or had a batchim on first syllable or batchims on both syllables (Korean ending batchim effect on reading speed), (3) noncompound word was read faster thu compound word. Korean ending batchim effect on reading speed was not compatible with the explanation by articulatory loop bur compatible with the explanation by visual cache where the orthographic information was represented. The results suggest that memory span was influenced nor only by phonological information but also by orthographic information.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.3
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• pp.53-71
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• 2006

The purpose of this study is to investigate how the different types of reading instruction programs and reading methods influenced the creative ability and the self-directed learning ability, They were divided into two groups. Class A was taught to use 'The Author-Reader-Inquirer Cycle'. which concentrated on the writing-centered reading program model. Class B was taught to use 'The Literature Circles'. which concentrated on the speaking and listening-centered reading program model. After reading instruction. the creative ability and the self-directed learning ability increased. The writing-centered reading instruction was more effective than the speaking and listening-centered reading instruction. The reading instruction during the long-period was more effective than that during the short-period. The 'intensive reading' among the reading methods had a significant influence on the creative ability and the self-directed learning ability.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.2
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• pp.277-289
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• 2007

International book fairs are business enterprise to promote and facilitate international trade of copyright. National reading improvement policies, on the other hand, are supposed to be made to maximize the role of national and regional libraries, not just to boost publication industry. However, Korean government authorities of the reading improvement policies and the Organizing Committee of the Seoul International Book Fair have mapped out and, in effect, carried out their plans as if reading improvement policies are closely related to hosting international book fairs. It is important to realize that hosting book fair has pecuniary motives while making policies for reading improvement must be feared toward the betterment of the general public by reading. In this respect, this study has attempted to point out the problems of the Seoul International Book Fair that are regarded as to relate to reading improvement.

• Journal of Korean Library and Information Science Society
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• v.49 no.1
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• pp.23-46
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• 2018

The purpose of this study is to examine the effect of providing books to elementary school students that match their personality type on their reading attitude. For this purpose, this study investigated among the 226 elementary school students that are enrolled in fourth, fifth, and sixth grade classes at the elementary schools located in Gyeonggido, South Korea. The personality type of the students was determined by the Enneagram test. In this study, students were given with books that match their personality type and the effect of the provision was investigated. Main results of this study can be summarized as follows. First, the fact that books that match their own personality type made the children curious about the books, evoking their interest in reading. Second, the children exchanged their books with those who have similar personality type after they finish reading. As a result, the children could be exposed to more diverse books. Third, the students were curious about what kind of books were given to those with different personality type. The students responded that they want to read all of the different types of books too.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.30 no.4
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• pp.115-134
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• 2019

The purpose of this study was to evaluate the effect of a personalized reading instruction program with customized book selection for adolescents based on their personalities on their emotional intelligence and vocational maturity. The Enneagram personality test was utilized for selecting books based on the students' personalities and the effect of the reading instruction program was assessed using pre- and post-tests. The findings of the study revealed that the personalized reading instruction program was effective in improving emotional intelligence and vocational maturity for students with Ennneagram personality type 6. In addition, a qualitative analysis was conducted to investigate the participants' satisfaction level and their personal opinions. For future studies, independent research with a larger population and appropriate reading time based on each Enneagram personality type is suggested.

• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.165-180
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• 2012

The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.186-193
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• 2011

The aim of this study is to find out the effect of reading aloud science books on change of attitude toward the science, interest of instruction. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a reading aloud instructions. Two chapter were selected, 'Volcano and Rocks' and 'Family of the Sun', for this study. Students were treated for 12 hours. All the results were analyzed quantitatively and following conclusions were made. The students' scientific attitude in the experimental class were higher than those of students in the control class. However, according to statistical analysis, this result is meaningless. In the sub-parts, critical ability, cooperation and creativity were improved meaningfully. Instruction with reading aloud science books didn't show a meaningful difference in interest of instruction. However, in the sub-part, they showed meaningful improvement in attention and relevance.