• Korean Journal of Child Studies
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• v.18 no.1
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.21-40
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• 2004

This study Questioned what happens in L2 reading comprehension of the expository text, as measured by recall and inference-making abilities, when a L2 reader was induced to develop a content schema about the topic of a target text, but the structure of that schema departs from the structure of the target text Seventy-four. Korean university students read either the same version text twice (consistent condition) or two different version texts (inconsistent condition) with a three-day interval between the two readings. The results of a verification test indicate that, for those subjects with higher L2 reading proficiency, the inconsistent condition was more beneficial than the consistent condition for the inference-making task. On the other hand, for lower-level L2 readers, the consistent condition was more favorable for the recall task. It was concluded that inducing a structurally inconsistent schema through an L2 pre-reading would be beneficial only when the reader's L2 linguistic ability is proficient enough to produce necessary propositions from the pre-reading.

• Journal of The Korea Institute of Healthcare Architecture
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• v.13 no.3
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• pp.47-55
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• 2007

The theme of this study is holistic healing environment of children's library and it was researched on the basis of anthroposophy theory of Rudolf Steiner. According to Steiner's theory, human being consists of body, spirit, and soul. Especially, children are sensitive ones, and through synthetic function of 12 kinds of senses, they can be holistically healed (healing of body, spirit, and soul). As the sense independently functions or it is a element that cannot be described, it needs spatial plan to support synthetic function of it. We classified the healing space's meaning of children library by motion (including art and music), reading, & landscape healing activities and analyzed spatial characteristic to support each activity.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.177-198
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• 2019

The purpose of this study is to understand student's reading motivation by laying out self-selected reading program and running it at school libraries. The self-selected reading program based on self-determination theory ensures the autonomy of book selection. The self-selected reading program in this study provided a number of scope and recommended book lists in order to ensure the autonomy of book selection and developed integrated reading and writing. After finishing this program, the author measured 6 domains of reading motivation with participated students who completed this course. As a result, it turned out that autonomous motive domains excessively surpassed heteronomous motive domains. Such autonomy of book selection, one of the key features from self-selected reading programs, is expected to help making the best use of school library collections by recommended book lists and stimulating stable and sustainable reading habits driven by self-motivation.

• 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.

• 정보저장시스템학회:학술대회논문집
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• 2005.10a
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• pp.32-37
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• 2005

We developed a numerical simulator in order to study the Super-RENS/ROM (Super REsolution Near-Field Structure, Read Only Memory) using 3-dimensional FDTD (finite difference time domain) method. The simulation can be performed by three steps. In the first step, we utilized the vector-diffraction theory to calculate the characteristics of incident laser beam from the object-lens to the surface of the disk. At the second step, we fed the calculated result as an input for the main FDTD simulations on the optical layers in the disk structure. After performed the FDTD simulations, we took near-to-far field transformation for the reflected signal, from the surface of the disk to the detector. Finally, we can get reflected signal at the photo-diode. Using this developed simulator, we were able to study about the reading signal from various disk structures as a function of a laser beam position. We calculated reading signals for various pit sizes for Super-ROM structure, and it is found that the simple optical diffraction theory can not explain the reading mechanism of Super-ROM, and more complicated temperature dependent physics must be involved.

• Transactions of the Society of Information Storage Systems
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• v.2 no.2
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• pp.138-143
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• 2006

We developed a numerical simulator in order to study the Super-RENS/ROM (Super REsolution Near-Field Structure, Read Only Memory) using 3-dimensional FDTD (finite difference time domain) method. The simulation can be performed by three steps. In the first step, we utilized the vector-diffraction theory to calculate the characteristics of incident laser beam from the object-lens to the surface of the disk. At the second step, we fed the calculated result as an input for the main FDTD simulations on the optical layers in the disk structure. After performed the FDTD simulations, we took near-to-far field transformation for the reflected signal, from the surface of the disk to the detector. Finally, we can get reflected signal at the photo-diode. Using this developed simulator, we were able to study about the reading signal from various disk structures as a function of a laser beam position. We calculated reading signals for various pit sizes for Super-ROM structure, and it is found that the simple optical diffraction theory can not explain the reading mechanism of Super-ROM, and more complicated temperature dependent physics must be involved.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.227-239
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• 2011

In this paper, a mobile system is designed and implemented for children with learning disabilities. The system is designed to improve reading skills of those students. The reading skill is very basic and essential ability for various subjects. In this paper, the proposed mobile system is based on PREP that is known as a good theory for improving reading skills of children with learning disabilities. The system has the following characteristics. First, the system can improve the reading skills by providing successive tasks and simultaneous tasks. Second, the system can provide interests by introducing quiz-type study and considering accessibility, and individuality of learning disorder students. Third, the system has user-friendly interface so that the students have easy access to the system. The system is applied to some elementary school students. The following result is obtained: both of reading attitude and reading ability are improved.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.366-374
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• 2010

The purpose of this study was grouping students' perception types on the unexpected results in experiments, and looking into how the problem-solving experiment affected the change of these perception types. In order to answer this, interview data were analyzed in terms of perception types, and through analysis of questionnaires carried out at the beginning and the end of the semester, the change of perception types was researched. As a result, perception types of students divided into 'the difference between theory and practice,' 'inexperience of experiment skill,' and 'No reading between lines in manual.' After performing the problem-solving experiment for one semester, the perception of 'the difference between theory and practice' declined, and the desire for 'reading between lines' increased, so the problem-solving experiment influenced on the change of perception positively.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.185-208
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• 2003

The purpose of this paper is to examine some of the theories concerning socioaffective strategies, to analyze the dialogues of the students negotiating for meaning of a reading material and to suggest some implications of socioaffective strategies for teaching reading. The examination of the theories - the interaction hypothesis and the sociocultural theory - suggest that the use of socioaffective strategies facilitates more effective understanding of information that is to be found. distributed, and taken in among the participants. The discourse analyses of the students' interaction in a Korean college English reading class show ample evidence of the use of socioaffective strategies that helped them understand the meaning of a text. However, the analyses show that the strategies are mostly used to ask questions concerning the meaning of clauses. Only few analytical questions are raised for some structural and pragmatical features in the text which are crucial to the understanding of its meaning. Imbalance also exists in the types of the questions used by the participants. The analyses indicate that, instead of negotiating more interactively, the students tend to rely upon a more advanced student when they face difficult English sentences. Therefore as a conclusion this paper emphasizes the importance of teaching socioaffective strategies to help students to help themselves to become more cooperative, independent and analytical in reading English texts.