• The Journal of the Korea Contents Association
• /
• v.12 no.5
• /
• pp.515-524
• /
• 2012

This paper studied the statistics such as the total number of syllables, the kinds of syllables, the frequency of syllables, the number of eojeols(word phrases unique in Korean language), the kinds of eojeols, average length of eojeols, the frequency of eojeols and the parts of speech in four different Korean textbooks for 6th-grade students(6-1 Korean Reading, 6-1 Korean Speaking Listening Writing, 6-2 Korean Reading and 6-2 Korean Speaking Listening Writing). The results of the statistical survey are as follows: the number of Hangul syllables was 194,683; the kinds of syllables were 1,290; the average frequency of syllables was 150.9; the number of eojeol was 70,185; the kinds of eojeol were 22,647; the average frequency of eojeol was 3.1; the average length of eojeols was 2.8 syllables, the longest one consist of 10 syllables. In parts of speech, nouns are used more in the Korean Reading textbook, and verbs are used more in Korean Speaking Listening Writing.

• 한국정보교육학회:학술대회논문집
• /
• 2004.08a
• /
• pp.154-161
• /
• 2004

지식 정보화 시대의 도래에 따라 독서 교육은 인터넷과 멀티미디어를 활용한 방향으로 나아가고 있으며 그에 대한 연구도 활발하게 이루어지고 있다. 웹을 활용한 독서지도 프로그램이 많이 연구되고, 제안되고 있지만 장르 별로 세분화되어 있지 못하다. 동화나 위인전 분야는 웹을 활용한 여러 가지 활동들이 제공되고 있다. 그러나 동시분야는 웹 상에서 감상 활동에 알맞은 활동들이 제시되지 못하고 있고, 동시 감상 학습은 주로 교사와 텍스트 중심으로 이루어져 왔다. 따라서 본 연구에서는 학습자 중심의 수업활동을 통해 학습자 스스로 상상, 연상 등으로 동시를 감상할 수 있도록 웹 기반 동시 감상 지원 시스템을 설계하였다. 첫째, 초등학교 전 학년 동시를 데이터베이스화하였다. 둘째, 동시 감상과 학습활동을 읽기 전과 읽은 후 활동으로 제시하고, 활동이 끝나면 동시 낭독을 녹음할 수 있도록 하였다. 셋째, 읽기 전과 읽은 후 활동 등 동시감상 결과가 수행평가 자료로 활용될 수 있도록 하였다. 넷째, 아동들이 동시 짓기 활동에서 쉽게 시상이 떠오르게 다양한 자료를 제시하였다.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.28 no.1
• /
• pp.5-23
• /
• 2017

The purpose of this study is to analyze media in the elementary moral textbooks with the information processing model and suggest some ways to boost media literacy within the school library. In this study, the three national moral curriculum for the 4th, 5th and 6th elementary students are assayed. As the results of analysis, the inputs of the elementary moral textbooks are bias toward pictures (visual media) and stories (printed media), its' processing focus on investigation and workbooks using the table and its' outputs are based on the writing, speaking and making (creating). But there are so lack of specific activities to achieve relevant information form the media and the reading strategies of visual media as the elements of inputs. The school library should serve various reading materials considering the develop of reading interest, make workbooks for learning strategies according to the text types and try to secure collaborative teaching time to resolve the bias toward media of inputs, increase information processing activities and improve students' media literacy.

• Journal of the Korean Home Economics Association
• /
• v.43 no.1 s.203
• /
• pp.53-67
• /
• 2005

It has been suggested that children's reasons for reading are various; reading efficacy, challenge, curiosity, involvement, importance, recognition, competition, compliance, grades, avoidance and social interactions. To extend previous studies in which only one or two motivational constructs were studied in relation to reading abilities, this study was carried out to examine 11 inter-relationships of motivational constructs and their relationships to reading abilities. Using the MRQ of Wigfield & Guthrie(1997), and the Basic Learning Skills Test of the Korea Educational Development Institute(1989), 334 elementary school children were measured for their reading motivation and abilities. The results showed that 11 motivational constructs were interrelated, which were also related with reading abilities. Out of 11 motivational constructs, importance was able to predict the reading abilities in multiple-regression analyses. From F-tests, those groups with high reading efficacy, challenge, curiosity, involvement, recognition, competition and social interactions outperformed those with low motivational constructs. The findings of this study confirm that children read for various reasons, and internal motivation and social interactions are significantly related with reading abilities. It is proposed that the internal reasons for reading are also more significant factors in explaining reading abilities than external reasons. Finally, cultural influences on reading motivation and comprehension are also discussed.

• Journal of the Korean Society for Library and Information Science
• /
• v.46 no.4
• /
• pp.341-360
• /
• 2012

This study is part of a larger project that investigated the patterns of children's use of educational graphic novels (EGNs), a publication format that has been popular among young readers in Korea since 2000. In-depth interviews with elementary school teachers and school librarians uncovered tension and gaps between these adult professionals and children's enjoyment of the format. Interviewees' views on EGNs ranged from limited tolerance to a potential candidate for high-interest / low-vocabulary reading. All teachers and school librarians urged for guidelines and criteria for selecting and evaluating EGNs for children.

• 한국정보교육학회:학술대회논문집
• /
• 2004.08a
• /
• pp.466-474
• /
• 2004

초등학교 통합학급에서의 교육은 과거의 분리교육에서 벗어나 포함교육을 지향하고 있다. 어느 정도의 장애를 떠나 일반학급에서 통합교육을 받고자 한다면 수용하고 그에 해당하는 교육과정과 필요한 지원을 하여야 한다. 특히 통합학급에서 아이들에게 교육하는데 있어서 정보매체를 활용한다면 교육적 효과는 다른 매체 보다 뛰어남을 알 수 있다. 과거의 셈하기와 읽기, 쓰기 교육에서 벗어나 생활중심의 교육이 강조되고 있는 취지에 적절한 정보매체를 활용한다면 보다 질 높은 교육이 이루어짐은 당연할 것이다. 하지만 통합학급의 특수교육 대상아동의 경우 여러 장애를 가지고 있으며 그 유형에 따라 다양한 매체들을 필요로 한다. 하지만 통합학급 환경은 그 필요성과는 달리 어떤 것들을 구비하고 있으며, 활용 실태는 어떻게 되는지 기준 안이 다소 미흡한 것으로 나타나고 있다. 그에 따른 통합학급의 정보매체의 활용실태 분석을 통하여 장애아동 유형별 갖추어야할 시설과 환경 및 자료들은 어떤 것들이 있는지 개선방안을 본 연구를 통해 제시해보고자 하는데 있다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2006.05a
• /
• pp.833-836
• /
• 2006

국어 교과는 말하기 듣기, 읽기, 쓰기 영역으로 구성되어 있으며, 높은 수준의 창의적 사고력을 길러준다. 국어 교과에서 받아쓰기는 우리나라 초등학교 교육 현장에서 가장 기본적으로 활용되고 있으며 현행 국어과의 교육과정에서 중요하게 다루어지고 있다. 그러나 매 회의 받아쓰기 문제지의 문항을 타당성과 신뢰도를 고려하여 조정하여 지도하기는 어려움이 있다. 본 논문에서는 이러한 단점을 보완하기 위해 초등학교 교육 현장에서 사용되는 여러 가지 형태의 받아쓰기와 교과서를 분석하여 문장의 받아쓰기 등급을 정하였다. 문장의 받아쓰기 등급을 가지고 입력한 난이도에 따라 정해진 문장 받아 쓰기 등급이 같으면 받아쓰기 문제로 선택이 되고 문장 받아쓰기 등급과 다르면 다른 문장을 탐색하게 하였다. 최종적으로 선택된 문제는 여러 등급의 문제로 구성함으로써 문제의 타당성과 신뢰도를 높이고, 창의적인 국어사용 능력을 향상시키도록 하였다.

• Korean Journal of Child Studies
• /
• v.21 no.4
• /
• pp.243-257
• /
• 2000

This empirical test of the efficacy of the literature-based reading instruction was conducted with 63(31 male and 32 female) 2nd grade elementary school children. Subjects in the experimental group had 40-45 minutes literature-based reading instruction twice weekly; those in the control group had only basic text reading. Procedures included a pilot study, pre-test, experimental period, and post-test. Research instruments included the Basic Learning Skill Test(Park et al., 1988), the Qualitative Reading Inventory(Leslie & Caldwell, 1990), and the Elementary Reading Attitude Survey(Mckenna & Kear, 1990). Data were graded and scored by each research question and then analyzed with a t-test of differences between the groups. The experimental group showed higher word recognition, text comprehension, and story grammar strategies than the control group. They also showed more improvement in each of these categories than the control group.

• Journal of the Korea Convergence Society
• /
• v.10 no.5
• /
• pp.133-140
• /
• 2019

The purpose of this study is to examine the effects of English integrated instruction on the 6th grade Korean elementary students' English ability using science animation. Twenty-seven students took English integrated instruction before their regular class for 10 minutes while the other students took review activity instead of it. At first, the students were asked to take the sixth grade diagnostic evaluation sponsored by C office of education in 2018 as the pre-test and ten months later, they were asked to take the first grade diagnostic evaluation of middle school sponsored by C office of education in 2017 as the post-test. Results of the study showed that the English ability and the affective attitude of the students taking English integrated instruction were improved. These results suggest that English integrated instruction can contribute to the improvement of Korean elementary students' English ability.

• Phonetics and Speech Sciences
• /
• v.13 no.4
• /
• pp.55-66
• /
• 2021

Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.