• Proceedings of the KSPS conference
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• 1996.10a
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• pp.289-293
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• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.

• School Mathematics
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• v.9 no.1
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• pp.45-64
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• 2007

The primary purposes of this study were to investigate how sixth graders would react to the types of tasks with regard to the comprehension of graphs and what differences might be among the kinds of graphs, and to raise issues about instructional methods of graphs. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 48 questions with 4 types of tasks (reading the data, reading between the data, reading beyond the data, and understanding the situations) and 6 kinds of graphs. The conclusions drawn from the results obtained in this study were as follows: First, it is necessary to foster the ability of interpreting the data and understanding the situation in graphs as well as that of reading the data and finding out the relationships in the data. Second, it is informative for teachers to know students' difficulties and thinking processes. Third, in order to develop understanding of graphs, it is important that students solve different types of tasks beyond simple question-answer tasks. Fourth, teachers need to pay attention to teach fundamental factors such as reading the data with regard to line graphs and stem-and-leaf plots Finally, graph type and task type interact to determine graph-comprehension performance. Therefore, both learning all kinds of graphs and being familiar with multiple types of tasks are important.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.2
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• pp.109-118
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• 2016

Objectives: The aim of this study was to develop the computerized Comprehensive Learning Test-Reading (CLT-R) to evaluate the cognitive processes and achievements related to their basic reading ability and identify dyslexia in children and adolescents in South Korea. We also obtained the normative data and evaluated the reliability and validity of the test. Methods: We developed the CLT-R, including the word attack/nonword decoding, paragraph reading, sound blending, nonword repetition, rapid automatized naming, letter-sound matching, visual attention, orthography awareness, and digit span tests, for the purpose of diagnosing dyslexia. We investigated the reliability and validity of the tests and gathered the normative data from 399 subjects (male 48.9%), aged 5-14 years, from the last grade in kindergarten to middle school, dwelling in Seoul and Gyeonggi Province, South Korea. Results: No statistical differences were observed between the means of the tests and retests of the CAT. The mean of the correlation coefficient of the test-retest scores was 0.85. According to the construct validity test calculated by principal constant analysis using the oblique rotation method, 4 factors explained 70.0% of the cumulative variances. In addition, the normative data were obtained for all of the CLT-R subtests. Conclusion: The computerized CLT-R can be used as a reliable and valid tool to evaluate the reading achievement and reading related cognitive process in Korean children and adolescents in schools, clinics, and research institutes.

• Journal of Fashion Business
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• v.22 no.3
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• pp.89-108
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• 2018

This paper aims to explore the analysis of the meanings and processes of reading online consumer reviews and to construct a substantive theory that explains the process involved with the phenomenon of reading consumer reviews. In order to explore the phenomenon, this study employs a qualitative methodology. Following the grounded theory perspective, the researcher conducted interviews with 17 participants, who have subsequently shopped online and utilized online consumer reviews for shopping, and decidedly employed in-depth interviews with those participants. Through coding and making constant comparison, several themes emerged: improving confidence, trusting reviews, getting a sense of who reviewers are, seeking balance, processing and handling negative reviews, experiencing vicariously, increasing searchability, getting a sense of who they are in terms of similarity, and seeking benefits and the usage situations from consumer based reviews. Among the emerging themes, improving confidence can be considered a core category, which is influenced by the analysis of trusting reviews and the consumer vicarious experiences with a product. Moreover, this study discusses the relationships among the themes. This study concludes with a discussion of the results, implications, and limitations.

• Transactions of the Society of Information Storage Systems
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• v.1 no.2
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• pp.132-136
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• 2005

It is widely accepted that the reading mechanism of Super-RENS(super-resolution near field structure) and Super-ROM(super-resolution read only memory) is closely related with non-linear temperature dependent material properties such as refractive indices, phase change. Furthermore, the dynamic change of the temperature distribution also an essential part of reading mechanism of Super-RENS/ROM. Therefore, the knowledge of the temperature distribution as a function a time is one of the important keys to reveal the physics of reading mechanism in Super-RENS/ROM. We calculated time-dependent temperature distribution in a 3-dimensional Super-ROM disk structure when moving laser beam is irradiated. With a help of commercial software FEMLAB which employed finite element method, we simulated the temperature distribution of ROM structure whose pit diameter is 120-nm with 50-nm depth. Energy absorption by moving laser irradiation, time variations of heat transfer processes, heat fluxes, heat transfer ratios, and temperature distributions of the complicate 3-dimensional ROM structure have been obtained.

• Journal of the Korean Society for information Management
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• v.26 no.4
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• pp.299-318
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• 2009

The ideas of user oriented service wasn't a major issue in libraries in the past decade. However, from now on, our library visitors have choices in the book selection processes, and the library may not be the first choice for their information demands. Competitors such as museum, culture center, and even private reading academy are those who anticipate user demands and satisfy them before the librarians do. What may have been perceived as excellent service a few years ago is not acceptable today anymore in the library. This study reveals current situation of English library collection and their practice as a sound English learning tool for Korean students. The researcher introduces library Marketing Concept and Reading Programs as an effective management tool.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.65-82
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• 2015

This study tries to discuss the problems of reading education based on the theory of multiple intelligences and after reading activity. For the theory of multiple intelligences, Dr. Howard Gardner asserted eight types of multiple intelligences under the presupposition the anyone had infinite ability. He analyzed and applied reading education by types of multiple intelligences and proposed a new program for the reading education aiming to evenly promote children's various intelligences and heighten their creativities. The purpose of the new program is to have children throw away the idea that they should perfect their resultants in reading education time, develop their own strong intelligences through various experiences and processes and complement their lacking abilities. To prove the validity of the program I made FGI (Focus Group Interview) to the sample group consisting of child reading education experts. Analyzing the interview showed that the general idea of the group corresponded to the researcher's expectation effect. I see that reading education has one-dimensionally developed significance if it enables all the children of the present and the future not to have the oppressive feeling that they should produce masterpieces in reading education but to take pleasure in the activities and improve their own abilities.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.59-81
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• 2021

This study aimed to investigate how the learners' mathematics learning processes change with repeatedly reading mathematical text. As a way to teach and learn mathematics, we also wanted to examine the effect of repeated reading and to explore the implications for a more efficient teaching and learning strategy. To help us with this study, we mainly used eye tracking and heart rate (HR) measurement. There were four cycles in a cycle of repeated reading, and the number of repeated readings for all cycles was fixed to three times. Eight prospective mathematics teachers in the Department of Mathematics Education of a National University in South Korea participated. Data were analyzed in five aspects: (1) the total reading time per round, the total reading time per slide; (2) the change trends of total reading time per round and slide; (3) the order of slides read; (4) the change trends of HR per round. We found that most participants read in a similar pattern in the first reading, but the second and third reading patterns appeared more diverse for each learner. Also, the first reading required the most time regardless of the repeat cycle, and the time it took to repeatedly read afterward varied depending on the individual. Based on the findings of this study, the most primary conclusion is that self-directed mathematics learning by using repeated reading is effective regardless of cycle. In addition, we suggested four strategies to improve the efficiency of this teaching and learning method.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.1
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• pp.197-221
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• 2020

This study investigates the influence of project-based learning method on the problem-solving ability and communication ability of students taking the 'Reading Guide' course in Library and Information Science(LIS). During this study, two tests measuring students' problem-solving ability and communication ability were conducted, containing 30 items divided into 5 steps of problem-solving processes and 45 items divided into 15 categories of communication ability, respectively. By utilizing the correspondence sample T-test during this study, significant differences were found in the 5 steps problem-solving processes. However, no difference was found between the pre-test and the post-test results in all 15 categories of communication ability. Subsequently, an in-depth interview was conducted, inquiring into the students' perspectives on the difficulty of attending classes, the content of lectures, the appropriateness of assignments, the validity of the evaluation method, the relationship with their team members, and the benefits acquired from completing the projects. Finally, an intensive analysis was conducted in the categories of problem-solving ability and communication ability.

• School Mathematics
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• v.16 no.3
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• pp.471-489
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• 2014

In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.