• Journal of Preventive Medicine and Public Health
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• 제46권sup1호
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• pp.22-27
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• 2013

The purpose of this study was to examine the beneficial effects of a new cognitive intervention program designed for the care and prevention of dementia, namely Learning Therapy. The training program used systematized basic problems in arithmetic and Japanese language as training tasks. In study 1, 16 individuals in the experimental group and 16 in the control group were recruited from a nursing home. In both groups, all individuals were clinically diagnosed with senile dementia of the Alzheimer type. In study 2, we performed a single-blind, randomized controlled trial in our cognitive intervention program of 124 community-dwelling seniors. In both studies, the daily training program using reading and arithmetic tasks was carried out approximately 5 days a week, for 15 to 20 minutes a day in the intervention groups. Neuropsychological measures were determined simultaneously in the groups both prior to and after six months of the intervention. The results of our investigations indicate that our cognitive intervention using reading and arithmetic problems demonstrated a transfer effect and they provide convincing evidence that cognitive training maintains and improves the cognitive functions of dementia patients and healthy seniors.

• Human Ecology Research
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• 제52권2호
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• pp.189-198
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• 2014

The purpose of this study was to examine the effects of the We Start center visiting intervention program on the positive changes in the developmental areas and literacy interests of young children from low-income families. The subjects were 195 young children (109 in the experimental group, M=71.7 months; 86 in the control group, M=73.3 months) living in We Start areas (Ansan, Gwangmyeong, and Suwon cities) of Gyeonggi-do. The We Start center visiting intervention programs were conducted for 30-34 weeks in each city, and pre-tests and post-tests were conducted before and after the intervention programs. The instruments used were the developmental checklist and the literacy interests test The developmental checklist consisted of 7 domains (personality & sociality; language, reading, & writing; scientific thinking; mathematical thinking; arts; social learning; and physical development). The literacy interests test consisted of 2 factors (interest in literacy and interaction during activity). The scores on the developmental checklist showed positive changes in several domains (personality & social development; language, reading, & writing ability; scientific thinking; and social learning), but not in mathematical thinking, arts, and physical development. Second, the results of the literacy interests test showed positive effects on interaction during activity and the total score. In conclusion, the We Start center visiting program for young children from low-income families is an effective early intervention program to end the intergenerational transference of poverty in Korea.

• 대한감각통합치료학회지
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• 제19권2호
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• pp.26-35
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• 2021

목적 : 본 연구는 초등학생의 읽기 유창성에 상호작용식 메트로놈(Interactive Metronome; IM)훈련이 효과가 있는지 알아보고자 한다. 연구방법 : 초등학생 저학년 아동 3명을 대상으로 2019년 11월부터 12월까지 개별 실험 연구(single-subject experimental research design) 중 ABA디자인을 적용하였다. 총 18회기로 기초선 3회기, 중재기 12회기, 재기초선 3회기를 시행하였다. 중재는 상호작용식 메트로놈이었으며 매 회기마다 상호작용식 메트로놈의 LFA(Long Form Assessment)와 기초학습기능 수행평가체제의 읽기검사(Basic Academic Skills Assessment: Reading; BASA: R)를 수행하였다. 또한 기초선, 추적기 때 각 세 번씩 BASA: R의 평가를 진행하였다. 결과 : 기초선과 비교하여 상호작용식 메트로놈 중재 이후 대상자의 읽기 유창성 능력에서 유의한 향상을 보였다. 결론 : 상호작용식 메트로놈이 초등학생 저학년 아동의 읽기 유창성 능력 향상을 위한 임상적 중재 방법으로 사용될 수 있다.

• International Journal of Contents
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• 제13권4호
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

• 디지털융복합연구
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• 제14권7호
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• pp.1-10
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• 2016

본 연구에서는 난독증 고위험군으로 판별된 중 고등학생들에 대하여 난독증의 신경학적 요인 중 청각 정보 처리 개선 중재 후에 읽기 능력과 청지각 능력에 변화가 있는지를 알아보고 난독증 학생들에게 체계적인 중재 프로그램을 수립하고자 하는데 목적이 있다. 본 연구의 대상은 경기도의 취약 계층의 학생들이 밀집되어 있는 아동 양육 시설의 중 고등학생을 중심으로 선별 검사를 통해 난독증 고위험군으로 판별된 총 168명의 학생을 대상으로 읽기 능력 및 청지각 능력에 대한 심화 검사를 통해 최종 24명을 선정하였고, 언어 정보를 실어 나르는 청각 시스템을 강화시켜 읽기 능력을 향상시키기 위해 TOMATIS Method에 의한 청지각 자극 훈련과 읽기 유창성 훈련을 20회기를 실시하고 사후 검사를 실시하였다. 연구 결과, 읽기능력과 해독 능력 그리고 청각 정보 처리 능력에서 사전 사후 점수 차이가 통계적으로 유의하게 나타나 중재 효과가 있었음을 알 수 있었으며, 본 연구를 통해 난독증의 진단과 중재 방법의 모색에 있어 신경과학적 접근의 필요성이 있음을 알 수 있다.

• Journal of Information Processing Systems
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• 제2권3호
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• pp.189-193
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• 2006

In this study we propose an automatic reading system for diagnostic DNA chips. We define a general specification for an automatic reading system and propose a possible implementation method. The proposed system performs the whole reading process automatically without any user intervention, covering image acquisition, image analysis, and report generation. We applied the system for the automatic report generation of a commercialized DNA chip for cervical cancer detection. The fluorescence image of the hybridization result was acquired with a $GenePix^{TM}$ scanner using its library running in HTML pages. The processing of the acquired image and the report generation were executed by a component object module programmed with Microsoft Visual C++ 6.0. To generate the report document, we made an HWP 2002 document template with marker strings that were supposed to be searched and replaced with the corresponding information such as patient information and diagnosis results. The proposed system generates the report document by reading the template and changing the marker strings with the resultant contents. The system is expected to facilitate the usage of a diagnostic DNA chip for mass screening by the automation of a conventional manual reading process, shortening its processing time, and quantifying the reading criteria.

• 말소리와 음성과학
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• 제7권2호
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• pp.29-38
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• 2015

This study explores reading fluency among elementary school students considering language level and family income(low SES). Forty eight students from 1st to 3rd grades participated in two paragraph reading tasks. Half of the children were from low income family and half of the children had low lexical knowledge. Reading fluency as in the number of correctly read syllables per minute, the total error frequency and error types were used to compare group differences. There were significant differences in the number of correctly read syllables per minute between two income groups and two language groups. There was a significant difference between low income group and non-low income group in total number of errors only when children's lexical knowledge were low. There were no group differences in error types of repetition and omission. Substitution and insertion error seemed to reflect the total error pattern. These results imply the importance of early screening and early involvement for children with low lexical knowledge from low income family. Monitoring and early intervention will support these children's reading development.

• 말소리와 음성과학
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• 제13권4호
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• pp.55-66
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• 2021

읽기와 관련된 운율은 내용의 전체적인 맥락에 연결되어 독자가 전달하고자 하는 의미를 자연스럽게 표현할 수 있도록 음도, 강도, 발화속도 등의 변화로 나타난다. 읽기장애아동은 자연스러운 운율을 사용한 읽기에 어려움이 있어 표현력 있게 정보를 전달하지 못하는 경향이 있다. 이와 관련하여 본 연구는 문장 유형에 따른 읽기 과제를 통하여 읽기장애아동 집단과 일반아동 집단 간의 운율 특성 차이를 규명하였다. 초등학교 3-6학년 읽기장애아동 15명, 일반아동 15명을 대상으로 통사적으로 다양한 문장 유형(단문, 의도, 가정/조건, 관형절 내포문)에 따른 읽기 과제를 실시하였다. 읽기장애아동은 일반아동에 비해 음도 범위가 넓었으며 읽기 속도와 조음 속도가 느렸다. 또한 휴지 빈도가 높았으며 전체 휴지 지속시간도 길었다. 읽기장애아동은 문미 억양구와 문장 내 어절 단위 음도 기울기에서 일반아동에 비해 기울기 값이 컸으며 이상의 내용은 모두 통계적으로 유의하였다. 결과적으로 문장 유형에 따른 읽기 과제에서 읽기장애아동은 일반아동에 비해 자연스럽고 표현력 있는 읽기에 어려움을 보였다. 본 연구를 통해 읽기장애아동의 운율 특성을 파악하였고, 효과적인 중재를 위한 접근 방법의 필요성을 제시했다.

• 한국실내디자인학회논문집
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• 제24권1호
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• pp.104-114
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• 2015

The library means to children a place where they find information necessary for them among a variety of knowledge and information to address their intellectual curiosity, which makes their lives wise and mature. There are not enough research materials understanding children's cognitive systems and behaviors in studies of a children's library with this necessity. This study divided and analyzed the behaviors of children, who were users into three types of reading in terms of information processing. First, it observed the types of reading depending on the stage of their cognitive development; Second, it analyzed the patterns of their behaviors through plays; and lastly, it presented the phases of their behaviors depending on the degree of an assistant's intervention. As a result of the study, the sensory system used and the space preferred differed depending on the stage of their cognition; there were differences in the patterns of their behaviors in each age group depending on the type of play; and there were differences in the children's ability of information processing depending on the assistant's ability. It is anticipated that there will be improvements of children's reading ability at the reading room in a better environment if the three types are considered in terms of information processing.

• 대한가정학회지
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• 제46권1호
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.