• Journal of Korean language education
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• v.29 no.4
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• pp.201-223
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• 2018

The purpose of this study is to observe the effects of text modification by comparing differences in Korean reading comprehension levels that arise from differences in vocabulary levels in texts. This study intends to use simplified texts with the vocabulary difficulty adjusted differently from the original text to measure reading comprehension levels of Korean learners and analyze the result. To measure reading comprehension, the researcher divided 55 Korean learners of intermediate to advanced level of fluency into two groups; the control group read the original text and the treatment group read a simplified text in which complex vocabulary were substituted with easier words of medium difficulty. Then the two groups were tested with the same questionnaire to measure comprehension levels of each group. The result showed that the groups that read simplified texts scored higher than the control group; this suggests that the reading comprehension level was increased in the treatment group. The experiment confirmed that unknown vocabulary density has direct impact on Korean reading comprehension. The result shows that the proportion of unknown vocabulary should be reduced for meaning-focused reading. It also demonstrates that comprehension of the learner was enhanced with lexical simplification rather than structural simplification i.e. simplification of grammar or sentences. Thus, diverse reading materials adjusted to the learners' level of fluency should be developed to enable reading for learning Korean. By reducing the burden of understanding the meaning of each vocabulary, learners will be able to achieve the initial goal of reading.

• International Journal of Knowledge Content Development & Technology
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• v.11 no.2
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• pp.7-21
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• 2021

The study was a descriptive cross-sectional survey which investigated the reading preferences of secondary school students in Nigeria during the lockdown occasioned by COVID-19 pandemic. A hundred secondary school students in Ile- Ife and Ilesa in Osun State, Nigeria were the study respondents. Close ended self-administered questionnaire was used to obtain data. Of the one hundred questionnaire which were applied to the study respondents, ninety-three were retrieved. Data obtained were analyzed using simple frequencies and percentages. The study established that majority of respondents were not pressured to read but read for pleasure. Preference for a wide range of fiction and non-fiction books which was read for purposes ranging from academic, social, relaxation and information was indicated by respondents. Availability of reading materials determined reading preference of majority of respondents as many could not afford to access electronic books whether free or not. The researchers recommended that different types of reading materials that suit the reading preferences and meet the diverse purpose of reading should be provided for the secondary school students during lockdown to improve their reading habits. Public libraries should function during this lock down period within the guidelines of the appropriate health authorities, while school libraries should be equipped to offer virtual services during the lockdown and the students should be exposed to e-books for their reading pleasure.

• Journal of Korean Library and Information Science Society
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• v.39 no.3
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• pp.267-297
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• 2008

This research purpose to investigate aspect of reading movement and readers' interest in the period of 2000's, This is succession research that is the Japanese Occupation Period, after release, the 1950s, the 1960s, the 1970s, 1980s, 1990s. Through such series, namly, reading phenomenon analyzing comparison, is to find present address of reading popularization movement and reading education. In main discourse, First, investigated reading movement, in the period of 2000's(1. the reading movement of library and public institution, 2. the reading movement of bookstore and medium, and several organization's, 3. student reading movement and school reading education). Second, readers' interest observed in the period of 2000's.(1. ordinary readers' interest, 2. student readers' interest). If we correct judgment about reading phenomenon from now. It will be foundation that unfold reading education more effectively.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.89-107
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• 2014

The purposes of this study are to analyze the effectiveness of public library reading programs for children in qualitative way and to apply the outcomes to identify areas to measure the success of library reading programs. Interviews were conducted with children who participated in '2013 Reading Books with Libraries' program and adults who were in charge of managing the program. Observations on the program were also conducted. The findings indicate that children who participated in '2013 Reading Books with Libraries' program positively changed in various aspects. Selected areas to measure the success of library reading programs include: reading behavior; attitude to books; awareness of libraries and librarians; participation of library reading programs; the ability to read aloud; the ability to comprehend stories by listening; aggression; the ability to express one's own feelings; speech ability; concentration power; and undiscovered potential. The elements that affect the success or failure of library reading programs include: librarian's enthusiasm on running the reading program; environmental condition of the community child care center; age differences between child participants; running style of the instructor's program; selection of books; child participants' reading abilities and interests in reading; available time for free voluntary reading.

• Journal of Korean Library and Information Science Society
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• v.47 no.3
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• pp.289-314
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• 2016

"Reading Culture Promotion Act" was enacted in 2006. National policies for promoting reading culture such as "Reading Culture Promotion Basic Plan (2014-2018)" were established and are being implemented. However, due to the absence of the system which evaluates the performance of the reading culture promotion policies and programs, it is difficult to systematically implement reading programs. In consideration of this situation, this study purposed to evaluate the reading culture promotion programs. For this purpose, it developed the evaluation tool for reading promotion programs and evaluated it. On the basis of the evaluation results, the study identified the problem of the policies and programs and provided the strategies for improving them. In addition, it proposed the direction of the reading culture promotion policies for expanding the reading culture.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.4
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• pp.251-271
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• 2007

The purpose of this study is to investigate grade differences in the effect of reading methods - "oral reading" "silent reading", "intensive reading", "extensive reading" "thorough reading", "selective reading" - influences on the self-directed learning ability. The data were collected by using 12 classes of 2nd, 4th, 6th-grade, 286 children of an elementary school. The influences according to reading methods on the self-directed learning ability were surveyed through the self-directed learning ability test and through questionnaire. Out of reading methods, "intensive reading" had significant influence on the self-directed learning ability Out of reading methods of 4th and 6th-grade children, "intensive reading" had the most influence on the self-directed learning ability. However. out of reading methods of 2nd-grade children "thorough reading" had most influence on the self-directed learning ability.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.59-69
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• 2004

The question addressed by the present research was whether repeated, careful reading of a few stories(Intensive Reading) is more effective than general, one-time reading of many stories(Extensive Reading). Unfamiliar stories were read to 105 kindergarten children from typewritten sheets of paper for 40 days(about 10 weeks). The Intensive Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story telling methods.

• Journal of Korean Library and Information Science Society
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• v.34 no.4
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• pp.127-151
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• 2003

The purpose of this study is to present an activation model of the culture program and reading activity at public libraries in Seoul City. For this purpose it is to review theoretical basis on public library culture program and reading activity, and to analyze the present status of them and then to introduce the case of Nowon Children's Library Culture Program and Reading Activity as a form of the characteristic program of public library supporting the culture and reading activities in Seoul City.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.219-234
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• 2010

This study examined the influence of mothers' reading and scaffolding behaviors on children's emotional experiences and memory recall during picture book reading. Sixty children, aged 6 and their mothers participated in this study. Each child-mother dyad was observed in a lab setting which was designed to evaluate child-mother interactions during a picture book reading. The data were analyzed using correlation and multiple regression techniques. Our results indicated that mothers' task-oriented reading behavior affected the children's lack of positive emotions, whereas mothers' fun-oriented reading behavior was associated with the children's positive emotions. The task-oriented reading behavior also accounted for children's poor memory performance in relation to the book. These results were discussed in terms of the relationship between emotion and cognition through book reading experiences.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.289-304
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• 2007

Subjects of this study on reading motivation were 300 2nd, 4th, and 6th grade elementary school children. Instruments were the Motivation for Reading Questionnaire (Wigfield and Guthrie 1997; Kwun, 2002) and a School Reading Environment questionnaire developed by the researcher. Results showed that (1) the school reading environment (SRE) of 2nd graders was better than the SRE of 4th and 6th graders. (2) The reading motivation (RM) of 2nd graders was higher than the RM of 4th graders on external purposes; the RM of 4th graders was higher than 6th graders on self-efficacy and social interaction. (3) RM correlated positively with all aspects of SRE. (4) RM was affected by grade in school followed by school library environment and classroom library environment.