• 한국비블리아학회지
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• 제17권1호
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• pp.183-200
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• 2006

현재 독서에 대한 관심이 고조되어 있지만, 우리나라 실정에 알맞는 독서 관련 평가도구가 마련되어 있지 않아 이에 대한 소개와 개발이 절실히 요구된다. 여러가지 평가 영역 중에서도 독자를 중심으로 한 정서적 측면의 독서 평가는 학생들을 평생 독서가로 이끌 수 있다는 장점을 가진다. 이에 본 연구에서는 독자의 정서적 측면에 기반한 독서 평가도구를 독서 태도, 독서 흥미, 독서 동기유발 그리고 독서에 대한 자아개념, 이 4가지로 나누어 문헌조사법을 사용하여 소개하였다. 또한 이를 기초로 차후에 독서 평가도구 개발 시 참고할 사항을 밝혀놓았다. 정서적 측면의 독서 평가도구 개발 시에는 스스로를 독자로 어떻게 평가하는지에 대한 항목이 가장 우선시되며, 독자 인근의 인간관계(교사, 학부모 그리고 친구)를 통한 평가 항목이 수반되어야 한다. 이러한 적절한 항목의 설정뿐 아니라 평가도구 실시자를 위한 관리법과 해석 및 활용을 위한 지침서도 함께 제시되어야 할 것이다.

• 한국보육지원학회지
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• 제14권1호
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• pp.87-108
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• 2018

Objective: The purpose of this study was to investigate grandmothers' verbal and nonverbal behaviors during young grandchildren-grandmother picture book reading. Methods: Participants were fifty-two children aged 22-42 months and their grandmothers. The researcher visited participating children's homes or child care centers and videotaped grandchildren-grandmother book reading activities. Each grandmother read two picture books for each observation. Grandmother surveys were administered after the reading activities. Parent surveys were completed by parents and were returned to the researcher. Results: First, grandmothers began reading picture books to grandchildren when children were 6 to 11-months-old or 12 to 17-months-old. They spent 5 to 10 minutes or 10 to 15 minutes at a time reading books. Second, grandmothers' most frequent verbal behavior during young grandchildren-grandmother picture book reading was 'explaining,' followed by 'questioning,' and 'providing feedback,' in that order. Grandmothers' MLU-eojeol during grandchildren-grandmother reading was 2.56. Their most frequently used nonverbal behavior was 'pointing,' followed by 'gestures.' Lastly, there was a significant difference in grandmothers' verbal and nonverbal behaviors during grandchildren-grandmother reading, depending on the grandmothers' characteristics. Conclusion/Implications: Grandmothers use various verbal and nonverbal behaviors during grandchildren-grandmother picture book reading activities, and there are significant differences in grandmothers' verbal and nonverbal behaviors with grandchildren based on grandmothers' characteristics.

• 조명전기설비학회논문지
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• 제29권9호
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• pp.1-9
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• 2015

The aim of this study is to deduce color temperature and illuminance by conducting the preference & affective evaluation consequent on illuminance change of ambient light in case of the lighting method of ambient light mixed with task light in time of reading which is visual work action among the action in learning space. As a result of the prior survey on preferred lighting method in time of the act of reading targeting 20 experts before doing evaluation, the method of lighting mixed with ambient light and task light was found to be the highest. Such a result is analyzed to be attributable to the fact that the less the difference in illuminance of nearby space and work surface because of the mixed method of lighting, the less the glare, which makes a reader feels easy and concentrate on reading. On the basis of descriptive statistics of evaluation results and impact analysis by category, this study recommends the application of combinations of ambient light illuminance ranging from 40lx to 100lx with color temperature of 5500~6000K in case of the method of lighting mixed with general light and task light.

• Korean Journal of Radiology
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• 제23권5호
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• pp.505-516
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• 2022

Objective: To evaluate whether artificial intelligence (AI) for detecting breast cancer on mammography can improve the performance and time efficiency of radiologists reading mammograms. Materials and Methods: A commercial deep learning-based software for mammography was validated using external data collected from 200 patients, 100 each with and without breast cancer (40 with benign lesions and 60 without lesions) from one hospital. Ten readers, including five breast specialist radiologists (BSRs) and five general radiologists (GRs), assessed all mammography images using a seven-point scale to rate the likelihood of malignancy in two sessions, with and without the aid of the AI-based software, and the reading time was automatically recorded using a web-based reporting system. Two reading sessions were conducted with a two-month washout period in between. Differences in the area under the receiver operating characteristic curve (AUROC), sensitivity, specificity, and reading time between reading with and without AI were analyzed, accounting for data clustering by readers when indicated. Results: The AUROC of the AI alone, BSR (average across five readers), and GR (average across five readers) groups was 0.915 (95% confidence interval, 0.876-0.954), 0.813 (0.756-0.870), and 0.684 (0.616-0.752), respectively. With AI assistance, the AUROC significantly increased to 0.884 (0.840-0.928) and 0.833 (0.779-0.887) in the BSR and GR groups, respectively (p = 0.007 and p < 0.001, respectively). Sensitivity was improved by AI assistance in both groups (74.6% vs. 88.6% in BSR, p < 0.001; 52.1% vs. 79.4% in GR, p < 0.001), but the specificity did not differ significantly (66.6% vs. 66.4% in BSR, p = 0.238; 70.8% vs. 70.0% in GR, p = 0.689). The average reading time pooled across readers was significantly decreased by AI assistance for BSRs (82.73 vs. 73.04 seconds, p < 0.001) but increased in GRs (35.44 vs. 42.52 seconds, p < 0.001). Conclusion: AI-based software improved the performance of radiologists regardless of their experience and affected the reading time.

• 아동학회지
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• 제33권4호
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• pp.91-106
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• 2012

The purpose of this study was to investigate the relationship of toddlers' vocabulary ability with reading activities and teachers' verbal and nonverbal behaviors during book reading. The subjects were 52 teachers and 104 toddlers at age 2. Lee and Kim (2004)'s categories of the Teachers' Verbal Behaviors, the categories of the Nonverbal Behavioral Analysis(Kim. 2005), and the Peabody Picture Vocabulary Test-Revised (Kim, et al.1995) were used. The data was analyzed by t-test, ANOVA, and Correlations. The results indicated that there were significant correlations in the subcategories of reading activities in classrooms, teachers' picture book reading behaviors, and toddler's vocabulary ability. The toddler's vocabulary ability increased as the 'interacting time both before and after book reading' became longer. The toddler's vocabulary ability increased as 'connecting with previous experience', 'asking questions for confirmation', 'acknowledging,' and 'expanding' of verbal behavior, as well as the nonverbal behavior, such as 'requesting behavior', 'emotional contact,' and 'empathetic behavior.' In conclusion, teachers' reading behaviors and activities were related to toddlers' vocabulary ability.

• Child Studies in Asia-Pacific Contexts
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• 제4권1호
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• pp.47-63
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• 2014

The purpose of this study was to develop a screening test for children at risk of reading underachievement and to investigate the effectiveness of the early-stage intervention program. In the first part of the study, we recruited 155 elementary first grade students for a screening test. Phonological deletion, digit naming, object naming, and sound-letter correspondence knowledge of a screening test, all assessed at the beginning of the school year, predicted the reading ability at the end of the school year. In the second part of the study, we analyzed the difference in the reading ability between fourteen children who participated in the intervention program and eighteen non-participating children. Reading ability was assessed by evaluating word recognition, oral reading fluency, reading comprehension, and pseudo-word recognition. The reading ability of intervention group improved more compared to control group, and the difference between two groups accentuated over time. However, final analysis conducted in November revealed that two groups did not differ significantly in oral reading fluency. This suggests that, unlike word recognition and comprehension, fluency might not dramatically improve in a short period.

• Korean Journal of Radiology
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• 제22권12호
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• pp.2017-2025
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• 2021

Objective: To evaluate the accuracy and clinical efficacy of a hybrid Greulich-Pyle (GP) and modified Tanner-Whitehouse (TW) artificial intelligence (AI) model for bone age assessment. Materials and Methods: A deep learning-based model was trained on an open dataset of multiple ethnicities. A total of 102 hand radiographs (51 male and 51 female; mean age ± standard deviation = 10.95 ± 2.37 years) from a single institution were selected for external validation. Three human experts performed bone age assessments based on the GP atlas to develop a reference standard. Two study radiologists performed bone age assessments with and without AI model assistance in two separate sessions, for which the reading time was recorded. The performance of the AI software was assessed by comparing the mean absolute difference between the AI-calculated bone age and the reference standard. The reading time was compared between reading with and without AI using a paired t test. Furthermore, the reliability between the two study radiologists' bone age assessments was assessed using intraclass correlation coefficients (ICCs), and the results were compared between reading with and without AI. Results: The bone ages assessed by the experts and the AI model were not significantly different (11.39 ± 2.74 years and 11.35 ± 2.76 years, respectively, p = 0.31). The mean absolute difference was 0.39 years (95% confidence interval, 0.33-0.45 years) between the automated AI assessment and the reference standard. The mean reading time of the two study radiologists was reduced from 54.29 to 35.37 seconds with AI model assistance (p < 0.001). The ICC of the two study radiologists slightly increased with AI model assistance (from 0.945 to 0.990). Conclusion: The proposed AI model was accurate for assessing bone age. Furthermore, this model appeared to enhance the clinical efficacy by reducing the reading time and improving the inter-observer reliability.

• 한국문헌정보학회지
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• 제48권2호
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• pp.89-107
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• 2014

본 연구의 목적은 공공도서관에서 이루어지고 있는 어린이 대상 독서프로그램의 효과를 정성적으로 분석하고 이를 바탕으로 독서프로그램의 성과 측정 영역을 개발하는 것이다. 이를 위해 '2013 도서관과 함께 책읽기' 사업에 참여하는 도서관의 독서프로그램 어린이들, 프로그램 담당자들과 면담 및 관찰을 하였고 독서프로그램의 효과를 분석하였다. 연구 결과 '도서관과 함께 책읽기' 프로그램에 참가한 어린이들은 대체로 긍정적인 변화를 보였으며 독서프로그램의 효과 측정 영역이 책 읽기와 책에 대한 태도, 도서관과 사서에 대한 인식, 독서프로그램의 참여도, 소리 내어 읽는 능력, 이야기를 듣고 이해하는 능력, 공격성, 자신의 감정표현 능력, 발표력, 집중력, 잠재력으로 나타났다. 또한 독서프로그램의 효과에 영향을 주는 요소로 사서의 적극적인 노력, 지역아동센터의 환경, 학년 구성, 강사의 수업 구성 방식, 독서프로그램에서 사용하는 책의 선정, 독서프로그램 참가 어린이의 독서능력 및 독서에 대한 관심, 자유시간의 제공 여부를 들 수 있었다.

• 한국안광학회지
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• 제20권3호
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• pp.369-375
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• 2015

목적: 본 연구에서는 종이책 독서 시 바탕색에 따른 읽기속도와 순목횟수의 변화를 측정하고 이들의 상관관계를 알아보고자 하였다. 방법: 본 연구목적에 동의하고 안질환 및 안과적 수술경험이 없으며, 양안시가 가능한 성인 29명(남10, 여19)의 대상에게 백색, 적색, 녹색 및 청색바탕에 검은색 글씨로 구성되어 있는 소설을 각각 15분 동안 읽게 하였다. 독서 시 장당 읽기속도와 순목횟수를 측정하고 각 바탕색 별로 분석하였다. 결과: 바탕색에 따른 장당 읽기속도는 백색과 녹색바탕에서는 독서시간이 경과함에 따라 빨라지는 경향을 보였으나, 청색바탕에서는 거의 변화가 없었으며, 적색바탕에서는 오히려 느려짐을 알 수 있었다. 반면, 장당 순목횟수는 모든 바탕색에서 독서시간이 경과함에 따라 감소하는 경향을 나타냈으나 적색바탕에서의 감소가 가장 적었다. 모든 바탕색에서 순목횟수가 감소할수록 읽기속도는 증가하는 상관관계를 보였으며, 녹색바탕의 경우 가장 높은 상관관계를 나타내었다. 결론: 본 연구결과 동일한 조절 및 폭주요구량을 가지는 거리에서의 독서 시 순목횟수가 감소할수록 읽기속도는 빨라지는 상관관계를 가짐을 확인하였으나 주 파장에 따라 순목횟수와 읽기속도의 변화는 달라짐을 알 수 있었다. 이는 근업 시 주 파장의 차이에 따라 작업의 속도와 시각피로도가 달라질 수 있음을 의미하므로 요구되는 인지의 종류에 따라 작업환경과 조건의 조정이 이루어져야 함을 제안할 수 있다.

• 한국도서관정보학회지
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• 제51권3호
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• pp.171-196
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• 2020

이 연구에서는 1920~30년대 『동아일보』, 『조선일보』에 게재된 이동도서관 설립 운동 및 독서지도론을 중심으로, 아동 독서운동의 전개상을 고찰하였다. 즉 당대 두 신문에서는 아동독서의 중요성을 강조하면서, 아동도서관 설립의 필요성, 아동 독서지도 및 독서경향 관련된 기사들을 꾸준히 게재했다. 본고에서는 이를 주목하며 다음과 같은 내용을 분석하였다. 첫째, 1920~30년대 아동 독서를 강조한 배경적 의미와 이와 병행된 아동서관 설립에 대한 논의들을 탐색했다. 이를 통해 일제강점기 민족운동과 아동교육의 관계, 당대 독서가 지니는 의미 등을 검토했다. 둘째, 이와 함께 당시 활발하게 전개되었던 아동도서관 운동 전개 양상과 독서란을 통해 제시되었던 독서교육 방법론을 분석하였다. 이 시기는 그 어느 때보다 아동 독서교육에 대한 관심이 지대했다. 여기에 아동도서관 운동이 활발하게 전개되면서 각지에 소년문고가 다수 설치되기도 했다. 한편 신문의 독서란에는 학교와 가정에서의 독서지도법도 다수 게재되었으며, 선진적인 해외 독서교육 사례를 통해 그 모본을 제시하기도 했다. 이상의 분석 결과를 통해 1920~30년대는 아동 독서운동이 적극적으로 전개된 시기임을 알 수 있다.