• 영어어문교육
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• 제13권4호
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• pp.59-85
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• 2007

This study examined patterns of engaging in "reading in connection to writing" (hereafter reading-writing practices) in the context of two ESL college composition classrooms. The purpose of this study was to explore whether the L2 proficiency level could be a key construct in explaining similarities and differences in reading-writing practices which students engaged in during the composing process. Multiple sources of data collected over the semester included interview protocols, written products, and observational notes. The results showed that the three proficiency groups under examination differed widely in the ways reading was connected to writing and in the types of intermediate texts produced during the composing process. The students in the high proficiency group produced more intermediate texts through an engagement in reading-writing practices connected to each other. On the contrary, the students in lower proficiency groups engaged in a limited range of reading-writing practices without support of intermediate texts. This study provides insight into the different ways ESL college students coordinate reading and writing while composing essays.

• 비교문화연구
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• 제20권
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• pp.67-111
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• 2010

This paper examined the role of intermediate texts in the writing process in the context of an EFL composition class. From the tradition of teacher research, this study examined how the Korean college students in different proficiency groups created intermediate texts and used them while composing their own writing. The students produced various types of intermediate texts during the compositing process, which could serve as a basis of their writing. However, the patterns of using these intermediate texts differed widely across the proficiency groups. A writing cycle for the low proficiency group, or "surface reading-few intermediate texts-writing," indicates that less proficient students tended to engage in reading in separation of writing practices and thus produced few intermediate texts through their literacy practices. On the other hand, the students in the higher proficiency groups revealed the more integrated pattern (i.e., purpose reading/intermediate texts/writing), indicating that they often engaged in reading with specific writing purposes, practiced reading in connection to other writing practices, and elaborated written intermediate texts produced. This study argues that, to shift our student writers to a higher level category, we as teachers need to help them engage in reading and writing practices in the way they produce and use intermediate texts appropriate to their specific writing purposes.

• 아동학회지
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• 제30권4호
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• pp.47-56
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• 2009

This longitudinal study examined picture book reading practices with very young children and its influence on early intellectual development. The home picture book reading activities of 322 infants and their mothers were assessed by questionnaire every 6 months from 18 months till 42 months of age. Infants' IQ was measured with Korean-Wechsler Preschool and Primary Scale of Intelligence(Park et al., 1996) at 42 months. Results showed that monthly book expense (r=.28, p<.01) and infants' asking for reading (r=.14, p<.05) at 18 months were positively correlated with IQ at 42 months. Reading time between 24 and 42 months correlated positively with IQ(r=.17~.34, p<.01). These results reveal the importance of early book environment and actual reading time in the intellectual development of very young children.

• 인지과학
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• 제18권3호
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• pp.255-284
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• 2007

본 연구는 제 2 언어 학습자들의 읽기-쓰기 통합에 대한 인식 정도를 대학 영작문반 학습문맥에서 탐구하였다. 동일한 연구 참여자들을 반복적으로 측정하는 패널설문(N=60)을 이용하여, 학습자들의 읽기-쓰기에 대한 통합인식이 일련의 교실수업 활동을 통하여 어떻게 재형성되는 지를 조사하였다. 대학생들의 통합인식 정도를 나타내는 인식점수는 5점-척도 설문을 이용하여 측정하였으며, 그룹간 시간별 평균차는 "반복측정-이요인 ANOVA"를 수행하여 평가하였다. 분석 결과, 트리트먼트 효과는 통계적으로 유의하지 못한 것으로 나타났으며, 이는 연구기간 동안 학생들의 통합인식에 대한 변화가 미미했음을 의미한다. 그러나 인식변화의 유형은 인식그룹에 따라 크게 다른 것으로 나타났다. 이러한 결과는 통합학습에 대한 인식이 쓰기 과정 중 발생하는 학생들의 학습행태를 이해하는 데 큰 도움을 줄뿐만 아니라, 읽기-쓰기 통합수업에서 보다 통합 지향적인 교수법을 개발하는데도 활용될 수 있음을 시사한다.

• 기록학연구
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• 제75호
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• pp.249-297
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• 2023

아카이브는 시민들이 아카이브 안에서 기록을 읽을 수 있는 기회를 제공해야 한다. 그런데 이상하지 않은가. 당연한 말이기도 하지만, 열람을 통해 이미 수행하고 있기 때문이다. 그러나 <아카이브에서 기록 읽기>를 탐색하는 이 글은, 열람이 오히려 아카이브에서 다양하게 추진할 수 있는 기록읽기를 방해한다고 보고 있다. 그래서 이 글에서는 아카이브에서 기록읽기를 새로운 각도에서 볼 것을 주장하고 있다. 그 대안적 논의로 제시한 것은 <이야기 형식의 기록읽기>이다. 이 글에서는 기록읽기에 적합한 이야기 형식을 찾기 위해, 시어터(theater)를 모티브로 삼았다. 시어터는 "공연, 동시에 공연을 하는 장소"의 뜻이다. 시어터에 주목하는 데에는 이유가 있다. 그것은 아카이브도 이야기 작업에 참여할 수 있다는 것을 증명할 필요가 있기 때문이다. 아카이브는 자체적으로 보유하고 있는 기록을 이용해 이야기 실천을 할 수 있다. 이때 중요한 것은 기록이다. '기록을 기반으로 이야기 작업을 할 수 있다'는 것, 이것이 다른 분야에서 할 수 없는 아카이브만의 특이성이기 때문이다. 그렇다면, 아카이브도 자신의 고유한 이야기 실천방안을 가지고 사회 곳곳에서 전개되는 이야기 실천에 합류할 수 있을 것이다. 한편, 이야기 형식의 기록읽기는 비단 이야기 작업의 효과만 내지는 않을 것이다. 아카이브의 본령인 기록이라는 이 존재에 대해서도, 그것이 얼마나 가치가 있는지 알려줄 것이다. 이야기 작업은 사람들이 아카이브에서 보유하고 있는 기록을 그들의 삶으로 수용하여 체화할 수 있는 기회가 될 것이다.

• 한국식생활문화학회지
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• 제39권1호
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• pp.64-73
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• 2024

This study investigated associations between healthy dietary practices and the odds of prediabetes among Korean adolescents. The data of 1,624 adolescents aged 12 to 18 who participated in the 2017-2021 Korea National Health and Nutrition Examination Survey were analyzed. Healthy dietary practices were defined according to Health Plan 2030 criteria, and prediabetes was defined as a fasting blood glucose level of 100-125 mg/dL. After controlling for confounders, adjusting odds ratios and 95% confidence intervals (CIs) for prediabetes were determined for different healthy dietary practices using multivariable logistic regression analysis. Compared with adolescents who engaged in healthy dietary practices, those who did not had a 1.63-fold (95% CI: 1.12-2.37) higher odds of prediabetes. In addition, adolescents who did not consume ≥500 g of fruit and vegetables daily and those who refrained from reading nutritional fact labels, which are both sub-indicators of healthy dietary practices, had a 1.66 (95% CI: 1.05-2.62) and 1.58-fold (95% CI: 1.06-2.37) higher odds of prediabetes, respectively, than those who did. Increasing the proportion of adolescents engaging in healthy dietary practices, such as consuming ≥500 g of fruit and vegetables daily and reading nutritional fact labels when selecting food, is imperative.

• 대한가정학회지
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• 제38권6호
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• pp.1-13
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• 2000

The purpose of the study was to investigate the relationships between parents'attitudes toward emergent literacy and home literacy practices with toddlers and preschoolers. The researcher developed the instrument based on a literature review and on other researchers'(Fitzgerald, Spiegel, & Cunningham, 1991; DeBaryshe & Binder, 1994) questionnaires for parents of toddlers and preschoolers. The researcher did a pilot study to examine the appropriateness of the questionnaires with 68 parents. A total of 274 parents who sent their children to daycare centers participated in this study in central Pennsylvania. To analyze the data for this study, The researcher employed Frequency, Mean, Standard Deviation, Pearson's correlations, Multiple Regression Analysis. Demographic characteristics and parents'attitudes toward emergent literacy which consisted with writing and reading attitudes of literacy were related to home literacy practices for toddlers and preschoolers.. Writing attitudes and verbal participation in reading were the most predicting variables in home literacy practices. The results of this study addressed the importance of the role of belief systems in literacy teaming between parents and children.

• 영어어문교육
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• 제12권1호
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• pp.1-27
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• 2006

This study investigated how EFL readers critically read texts which are written in English. Although critical reading has been discussed in advanced EFL and ESL contexts there has not been much research on the critical reading of beginning EFL learners. Many educators are recommending that a critical perspective be adopted so that L2 learners can become empowered rather than indoctrinated. In this study, the researcher has examined the critical reading practices of five beginning level EFL readers in Korea and five first language readers of English in the United States as they read a news editorial article. The significant findings were discussed related to critical reading practice of L2 readers. The findings of the study can help the educators in English education in improving the curriculum, the teaching methodology and the learning theory for EFL reading for critical reading.

• 한국비블리아학회지
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• 제22권2호
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• pp.41-62
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• 2011

본 연구에서는 국립어린이청소년도서관에서 소외된 어린이를 위한 '도서관과 함께 책읽기' 사업과 연계한 프로그램으로 운영되었던 독서캠프 사례를 통하여 문제점 및 개선점을 조사하고 효과적인 독서캠프 프로그램으로 운영되기 위한 방안을 제안하였다. 이를 위하여 전국 6권역에서 개최된 독서캠프의 운영 사례를 조사하였다. 또한, 독서캠프에 참가한 어린이와 사서에게 독서캠프에 대한 의견을 설문지로 조사하여 독서캠프 운영상의 문제점을 파악하였다. 이러한 결과를 바탕으로 효과적인 독서캠프 프로그램의 운영 방안을 제시하고 개선방안을 도출하였다.

• 영어어문교육
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• 제17권3호
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• pp.273-290
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• 2011

This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.