• 한국어교육
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• 제29권4호
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• pp.201-223
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• 2018

The purpose of this study is to observe the effects of text modification by comparing differences in Korean reading comprehension levels that arise from differences in vocabulary levels in texts. This study intends to use simplified texts with the vocabulary difficulty adjusted differently from the original text to measure reading comprehension levels of Korean learners and analyze the result. To measure reading comprehension, the researcher divided 55 Korean learners of intermediate to advanced level of fluency into two groups; the control group read the original text and the treatment group read a simplified text in which complex vocabulary were substituted with easier words of medium difficulty. Then the two groups were tested with the same questionnaire to measure comprehension levels of each group. The result showed that the groups that read simplified texts scored higher than the control group; this suggests that the reading comprehension level was increased in the treatment group. The experiment confirmed that unknown vocabulary density has direct impact on Korean reading comprehension. The result shows that the proportion of unknown vocabulary should be reduced for meaning-focused reading. It also demonstrates that comprehension of the learner was enhanced with lexical simplification rather than structural simplification i.e. simplification of grammar or sentences. Thus, diverse reading materials adjusted to the learners' level of fluency should be developed to enable reading for learning Korean. By reducing the burden of understanding the meaning of each vocabulary, learners will be able to achieve the initial goal of reading.

• 수산해양교육연구
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• 제23권1호
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• pp.1-12
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• 2011

The purpose of this study was to examine the effects of inferential reading strategy program on text comprehension and Korean language academic achievements of vocational high school students. We developed the program of inferential reading strategy, applied it to an educational spot, and examined the effects of it on text comprehension ability and Korean language academic achievements of learners. ANCOVA was used for data analysis with SPSS ver.12.0 statistic program. The main findings of this study were as follows. First, the experimental group which had been conducted with the inferential reading strategy program showed statistically significant difference in their text comprehension ability from controlled group. Second, the experimental group showed statistically significant difference in their Korean language academic achievements ability from controlled group. The study shows that the inferential reading strategy program had effect on the text comprehension and Korean language academic achievements of vocational high school students.

• 대한화학회지
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• 제67권5호
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• pp.362-377
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• 2023

이 연구는 과학 텍스트 읽기 전략으로 의미지도가 고등학생의 추론적 이해에 미치는 영향을 알아보는 것을 목적으로 하였다. 이를 위해 고등학교 3학년 과학중점반 2개 학급 학생 46명을 대상으로 한 학기 동안 의미지도 읽기 전략을 활용하여 8개 주제의 과학 텍스트 읽기 수업을 실시하였다. 의미지도 읽기 전략이 과학 텍스트의 추론적 이해에 미치는 영향을 알아보기 위해 학생들이 작성한 사전·사후 읽기 능력 검사지를 비교 분석하였다. 추론적 이해 변화를 알아보기 위해 추론적 이해 분석틀을 개발하여 추론적 이해 수준을 분석하였다. 추론적 이해 변화를 분류하기 위해 추론적 이해 분석틀의 세부 항목인 3개 항목의 수준을 점수로 환산하였다. 학생들의 추론적 이해 변화 분석 결과는 의미지도 읽기 전략 수업이 고등학생의 추론적 이해 변화에 영향을 미쳤으며, 특히 추론적 이해의 하위 유형 중 교량 추론과 정교화 추론에 영향을 미치는 것으로 나타났다.

• 아동학회지
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• 제30권2호
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• pp.15-28
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• 2009

This study focused on the comprehension of texts written either in Korean script (Hangul) or Chinese script (Hanja). For this purpose, we measured the reading time and the correct response in text comprehension tasks with 104 Korean-Chinese children who were either 10 or 19 years old. There was a main effect of script : The reading time of Hanja texts was shorter than that of Hangul or Hangul Hanja mixed texts. But the older subjects who spent the same reading time in both Hangul and Hanja texts showed the longer reading time in Hangul Hanja mixed texts revealing the interaction between age and script. The correct response rate on the comprehension task was the highest in Hangul text. The results were discussed in relation to the independent dual language processing systems in Korean-Chinese.

• 인지과학
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• 제17권3호
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• pp.191-206
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• 2006

언어 작업기억과 시공간 작업기억이 아동의 글 이해에 미치는 영향을 알아보기 위해 읽기 정상 아동과 읽기 지진아동들에게 두 개의 실험을 실시하였다. 실험 1에서 정상 아동에 비해 읽기 지진 아동들이 읽기 폭과 연산 폭은 작았으나 시공간 폭은 작지 않았다. 또 정상아동은 설명글과 묘사글의 이해 정도의 차이가 없었지만, 읽기 지진 아동들은 묘사글보다 설명글의 이해 정도가 낮았다. 실험 2에서는 청각 기억과제와 시각 기억과제가 글 이해에 미치는 간섭효과를 알아보았다. 정상 아동들은 설명글과 묘사글 모두에서 시각 기억과제를 할 때보다 청각 기억과제를 할 때 이해 정도가 떨어졌으나, 읽기 지진 아동들은 묘사글을 읽을 때에는 통계적으로 유의하지는 않았으나 시각 기억과제 조건에서 글 이해정도가 낮은 경향을 보였다. 이 결과는 글을 읽을 때, 특히 묘사글을 읽을 때 시공간 작업기억도 관여할 수 있으며, 이 가능성은 정상아동에게서 보다 읽기 지진 아동에게서 더 클 것으로 해석되었다.

• Educational Technology International
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• 제14권1호
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• pp.1-26
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• 2013

This study is to identify whether three types of online instruction (text-based, video-based, and video-based instruction without text) and age category have a different influence on students' comprehension and motivation. Online students were randomly assigned to one of six groups, and they attended two-week online lectures via Course Management System. The comprehension test and the short form of IMMS were implemented when 114 participants accomplished two-week online lectures. The results revealed that using instructional video in online instruction is more effective instructional medium than text only in order to promote learner's motivation. Besides, older adults aged 41-60 are significantly different from younger adults (21-40 years old) in terms of students' comprehension. Furthermore, three types of online instructions are likely to be influenced by age category.

• 산업경영시스템학회지
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• 제32권4호
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• pp.208-214
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• 2009

In this study, we examined the effects of background and underline on the readability of displayed text. The background was placed on every other line and the underline was done with every line of the text. The effect of adding color to the background and underline was also of primary concern. Twenty subjects were tested on their reading efficiency (i.e. time-to-read and comprehension) and subjective preference of different text format presented on a LCD. Result showed that for the background condition, the background with green format significantly decreased the time-to-read as compared to the format without any background. The results of ANOVA on comprehension and subjective preference were also consistent with this finding. For the underline condition, otherwise, the underline with yellow format yielded higher speed and better comprehension. The results imply that adding background or underlines with appropriate colors can be an additional and useful way of improving text readability.

• 정보관리학회지
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• 제36권3호
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• pp.37-60
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• 2019

본 연구는 고등학교를 대상으로 교육현장에 실질적 도움이 될 수 있는 실행연구(action research)를 통해 학교도서관 관점에서 독서방법이 조합된 독서전략이 고등학생의 읽고 이해하는 능력에 어떤 교육적 영향을 미칠 수 있는지 알아보았다. 그리고 독서전략이 청소년의 독서태도에 미치는 영향과 부가요인으로 독서태도의 변화가 텍스트 이해력과 관계성을 가지는지 확인하였다. 특히 독서조합의 긍정적 시너지 효과는 텍스트 이해력의 성취와 독서태도의 변화라는 독서성과로 이어지는 것을 확인할 수 있었다. 또한 텍스트 이해력과 독서태도 변화 간의 정적 관계가 확인되어 향후 청소년의 텍스트 이해력의 향상을 위한 독서태도의 효과적인 변화의 방향을 제안하였다.

• Journal of information and communication convergence engineering
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• 제7권4호
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• pp.419-430
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• 2009

Reading comprehension (RC) systems are to understand a given text and return answers in response to questions about the text. Many previous studies extract sentences that are the most similar to questions as answers. However, texts for RC tests are generally short and facts about an event or entity are often expressed in multiple sentences. The answers for some questions might be indirectly presented in the sentences having few overlapping words with the questions. This paper proposes a conceptual graph matching method towards RC tests to extract answer strings. The method first represents the text and questions as conceptual graphs, and then extracts subgraphs for every candidate answer concept from the text graph. All candidate answer concepts will be scored and ranked according to the matching similarity between their sub-graphs and question graph. The top one will be returned as answer seed to form a concise answer string. Since the sub-graphs for candidate answer concepts are not restricted to only covering a single sentence, our approach improved the performance of answer extraction on the Remedia test data.

• 한국영어학회지:영어학
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• 제1권1호
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• pp.187-209
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• 2001

This study attempts to supplement what is known about the influence of prior knowledge on second language listening comprehension. To do so, the study examines the effect of prior knowledge and language proficiency on the ability of L2 listeners to understand texts. The purpose of an experiment was to determine the effect of topic familiarity on the L2 listening comprehension ability of subjects who varied in L2 listening proficiency level. The subjects (N=117) were selected from a population of college students enrolled in the Departments of English and Business in Korea. English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects listened twice each to texts (more familiar and less familiar). After listening to each text, a ten-item objective test was administered to test the subjects' comprehension of the information presented in the text. Objective tests were analyzed. using repeated measures analysis. A post hoc test was conducted to identify the means that were significantly different. This study yielded the following results: (1) subjects with high prior knowledge comprehended texts significantly better than did subjects with low prior knowledge; (2) the level of L2 listening proficiency had a significant effect on the L2 listening comprehension of texts, but there was no interaction between prior knowledge and the level of L2 listening proficiency.