• Korean Journal of Cognitive Science
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• v.23 no.4
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• pp.487-515
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• 2012

The purpose of this study was to investigate the effect of the individual differences in cognitive processes on paragraph comprehension. To do so, the lexical decision task and the pattern comparison task were used to measure the low-level cognitive processes. Digit span task was used to test the phonological loop capacity. The individual differences of the central executive processing capacity were measured by operational span task. Reading span task was used to test the working memory capacity related with the sentence processing. Reading times and accuracies of the logically valid inferences and logically void inferences were tested to measure the high-level cognitive processes. Reading times and accuracies for the target sentences with and without prior explicit causal sentence were measured to test individuals' paragraph comprehension abilities. The results showed that the speed of the low-level cognitive processes was related with the speed of the high-level cognitive processes. Also, the accuracy of the low-level cognitive processes was related with the accuracy of the high-level cognitive processes while there was no significant correlation between the speed and the accuracy in any measures of the cognitive processes. Working memory capacity was related with the accuracy of the cognitive processes while it was not significantly correlated with the speed of the cognitive processes. Most importantly, the speed of low-level cognitive processes significantly affected the speed of the paragraph comprehension while the working memory capacity and the high-level cognitive processes had influences on the accuracies of the paragraph comprehension. The speed of the paragraph comprehension had no influence on the accuracies of the paragraph comprehension.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.642-657
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• 2022

This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.

• Journal of the Korean Home Economics Association
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• v.36 no.4
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• pp.79-94
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• 1998

The case study describes kindergarten children's reading stances and responses with relation to those of their mothers'. Rosenbaltt's theory (1978) of aesthetic and efferent stances in used to characterize the relationship between the reader and the text. mother's reading stances are examined by observing each case study child's reading experience with his/her mother at home. In most cases differences in some children's preferred stances seemed to reflect differences in their mothers' stances. As a result, children took a different type of stance from the teacher's efferent stance and were perceived by the teacher to be slower with regard to literacy development, even though they had formed their own reading worlds. Interestingly enough, children with an aesthetic reading stance were welcomed among their peers during free play time. In contrast, children who took a stance congruent with the teacher's efferent stnace were perceived by the teacher to be on the right track with regard to literacy development, although their reading worlds seened to be limited. Interestingly, the children with efferent reading stances were not engaged in collaborative meaning negotiation processes with peers. The case study children with mothers who did not take an extreme type of stance, I.e., neither a very efferent nor a very aesthetic stance, seemed to choose a type of stance depending on a context.

• Journal of Korean Library and Information Science Society
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• v.36 no.3
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• pp.291-312
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• 2005

The purpose of this study is to compare the reading effects of face-to-face reading discussion with those of web-based leading discussion. For doing this, 1 made experimental processes: firstly, to select two discussion methods(face-to-face and web-based) on the reading discussion, secondly to apply each of those methods to experimental groups(2 classrooms, 72 middle school students). The results were that there were no differences from both discussion methods in the understanding the book, in the performance degree on discussion process among higher level groups, but the web-based reading discussion model had an impact on the attitude degree of the reading discussion, the preference degree of reading, the attendance degree of reading discussion, and especially, in the lower level groups, the web-based reading discussion method was better for the attendance degree of leading discussion, the attitude of reading discussion than the face-to-face reading discussion.

• The Korean Journal of Archival Studies
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• no.50
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• pp.177-229
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• 2016

Archival reference service is the ultimate goal and outcome of records management. It encompasses a whole range of activities to connect records with the demands for them. Intellectual needs for records are met by the procedure of information disclosure to guarantee the people's right to know and to provide active responses to archival information needs. Thus, it is required to establish an efficient search system by unifying search tools for archives used in information disclosure and sorting out the classification systems and description items according to the archive types. The qualitative enhancement of information disclosure can be expected when there is a harmonious circulation of attributes-such as applicants, records, search tools, and information providers-for the smooth implementation of reading processes in the context of archival reference service. Therefore, the present study holds its significance in the following aspects. First, it presented a picture of pending issues and the reality of reading service processes from an internal perspective by examining the factors and characteristics that influence "reading service."Second, it demonstrated the phenomenon of close interactions among information providers, applicant, search tools, and records in the process of requesting, searching, and providing records. Third, it proposed the need for a total integrated search tool around the pending issues of reading processes at the National Archives of Korea. Fourth, it promoted an understanding of archival information utilization at the working level among information providers. Finally, it showed major differences in the quality of information provision of "reading service" according to the "perceptions" and "attitudes" of information providers.

• Journal of Fisheries and Marine Sciences Education
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• v.8 no.1
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• pp.28-40
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• 1996

In the last 20 years, educators have made significant advances in their thinking about how students learn and what it is that teachers ought to teach. They attempted to teach thinking s kills and designed instructional programs to facilitate learning. The purpose of this study was to review metacognitive approaches in reading comprehension instruction, and to provide some practical implications to school teachers. First, this study reviewed the concept of metacognition. Metacognition can be divided by metacognitive knowledge and metacognitive experiences. Metacognitive knowledge consists of knowledge or beliefs about what factors interact to affect the outcome of cognitive enterprises. Metacognitive experiences are executive control of one's own cognitive process, which include planning, monitorning and evaluating. Second, this study attempted to investigate the processes of reading comprehension in the metacognitively based view. Third, this study reviewed three kinds of reading comprehension instruction. In the metacognitive approaches, instruction is viewed as constructive process in which teachers and students mediate and negotiate meaning from the instructional environment. In order to enhance reading comprehension, teachers should use examples, explicit instruction, modeling, and elaboration to provide sufficient scaffolding to students. The scaffolding gradually diminishes as students learn to use and apply the reading strategies on their own. Also, students should be encouraged to attribute successful reading to the use of appropriate strategies.

• The Mathematical Education
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• v.49 no.4
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• Asia pacific journal of information systems
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• v.26 no.3
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• pp.449-476
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• 2016

This study examines how an initially perceived product value affects consumer's purchase intention after reading online reviews with various tones. The study proposes that associations among initially perceived overall product value, degree of confirmation resulting from reading the reviews, and final purchase intention differ across review tones such that 1) when the tone is favorable, the effect of an initially perceived product value is stronger than when the tone is critical, and 2) when the tone is extreme, the effect of confirmation is stronger than when the tone is moderate. The survey was conducted with 276 online shopping mall users in Korea, and most of the hypotheses were supported. This study asserts that the effects of online reviews should be considered together with customer's level of expectation formed prior to reading online reviews, which resulted from extensive search and screening processes that the customer went through before reading online reviews.

• Journal of Korean language education
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• v.23 no.1
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• pp.77-100
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• 2012

This study investigates issues in relation to text segmenting, in particular, line breaks in Korean language textbooks. Research on L1 and L2 reading has shown that readers process texts by chunking (grouping words into phrases or meaningful syntactic units) and, therefore, phrase-cued texts are helpful for readers whose syntactic knowledge has not yet been fully developed. In other words, it would be important for language textbooks to avoid awkward syntactic divisions at the end of a line, in particular, those textbooks for beginners and intermediate level learners. According to our analysis of a number of major Korean language textbooks for beginner-level learners, however, many textbooks were found to display line-breaks of awkward syntactic division. Moreover, some textbooks displayed frequent instances where a single word (or eojeol in the case of Korean) is split between different lines. This can hamper not only learners' learning of the rules of spaces between eojeols in Korean, but also learners' development in automatic word recognition, which is an essential part of reading processes. Based on the findings of our textbook analysis and of existing research on reading, this study suggests ways to overcome awkward line-breaks in Korean language textbooks.

• Korean Journal of Cognitive Science
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• v.6 no.2
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• pp.5-27
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• 1995

Based on the given data if three experiments that measured word-by-word reading times of the Korean relative-clause sentences,parsing strategies and performance structures in comprehending Korean sentences were suggested.First,results of the significantily longer reading time of nouns than verbs suggested that Korean parsing processing would be primarily occurred at nouns.Seond,four parsing strategies were proposed to explain increased reading times,working memory loads,and parallel function effects.Third,performance structures of sentence comprehension were constructed from the interword reading time differences.The proposed strategies and structures seem to account for the patterns of word-by-word reading times of the five types of the Korean relative-clause se various ideas for further experimentation were discussed.