• Korean Journal of Childcare and Education
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• v.14 no.1
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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.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.1
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• pp.33-47
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• 2013

The purpose of this study was to investigate the effects of picture book reading intervention activities on language development of low-income children. The subjects were 60 children in low-income families, aged 5, selected from 24 child care centers located in three cities nearby Seoul, South Korea. The experimental group had received intervention program for 8 weeks, two days a week, and three teachers conducted the intervention program for 30 to 40 minutes for each session. The intervention program was administered to the children with picture book reading activities in the first session, followed by providing more extensive activities in the second session. Afterwards, the study allowed the children to take one picture book to read at home. To evaluate the effect of the picture book reading intervention program, this study utilized instruments called the Preschool Receptive-Expressive Language Scale and the Concepts about Print. Significant differences found between the two groups. The experimental group showed higher scores compared with the control group in the post-test of expressive language development. Also, children in the experimental group showed a significant increase in the concepts about print after the intervention program was administered. In conclusion, findings indicate several changes in positive outcomes after implementation of the picture book reading intervention program.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.257-276
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• 2009

This study investigated differences in toddlers' language development depending on their teachers' types of interaction during reading of picture books. A pilot study identified teachers' types of interaction as instructional, non-immediate, and passive. Fifteen teachers recruited from 10 child-care centers located in Seoul and their 90 2-year-old toddlers participated in this study. Teachers read two picture books to a small group of toddlers each week for eight weeks. Data on the toddlers' receptive and expressive language, vocabulary, reading behavior, and book handling were collected and compared by their teachers' interaction type before and after teachers' 8-week reading of picture books. Results showed that teachers using the non-immediate interaction type had the most positive effects on toddlers' language development.

• Journal of the Korean Society for Library and Information Science
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• v.37 no.4
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• pp.89-112
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• 2003

Reading activities and after-reading-programs were appled to students of 4 school years from 2 to 5 school year who read subject books separately, in order to activate reading activities after reading. After-reading-programs make, supply and utilize analytical reading materials of subject books for 5 days of reading camp and that consist of composition of impressions of the book, presentation of that reading discussion and a picture of impressions of the book. The results show that most of all composition describing their impressions of the book contributes to activation of reading activities after reading very much among four types of after-readings. The next reading discussion is effective and presentation Is also good. But a picture of their impressions of the book does not vet promote activation of after reading activities.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.455-469
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• 2011

The purpose of this study was to find out how follow-up activities of reading picture books influenced infants' language and socio-emotional development. Subjects of this study were 27 2-year-old infants at public day care centers in Busan. After implementing follow-up activities of reading picture books for 8 weeks, this study tried to investigate changes in infants' language and socio-emotional development. Results of this study are as follows. First, follow-up activities of reading pictures have brought positive impacts on infants' language ability. Results indicate a positive influence on infants' expressive and acceptive language ability. Second, follow up activities have also enhanced infants' socio-emotional development. Sepcifically, they have been effective in improving infants' low-level socio-emotional development such as 'internal control', 'peer interaction', and 'achievement motivation'. It is expected that the follow-up activities developed by this research would help to enhance infants' language development and socio-emotional development.

• Journal of Naturopathy
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• v.10 no.1
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• pp.48-55
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• 2021

Purpose: People with intellectual disabilities are vulnerable to the use of receptive and expressive vocabulary. The purpose of this study was to investigate the effect on the receptive vocabulary and the expressive vocabulary after teaching reading education to adults with intellectual disabilities living in facilities using picture fairy tales. Methods: The subjects of this study were 12 adults with intellectual disabilities under the age of 20 to 40 residing in residential facilities. They were divided into 6 test groups and 6 control groups, and gave a total of 12 sessions of 60 minutes per session, and reading instruction using picture fairy tales. Results: In the test group that conducted reading activities using picture fairy tales, the use of the receptive vocabulary was significantly improved, and the use of the expressive vocabulary was significantly improved. There were no significant results in all of the control groups. Conclusions: This study had the effect of improving the use of receptive vocabulary and expressive vocabulary after teaching reading using picture fairy tales for the disabled. It is estimated that this result will be the basis for research in this field.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.127-154
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• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.347-368
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• 2012

The purpose of this study is to investigate if there is a relationship between reading to schoolchildren picture books on a library and its effects on their library use. 14 library-related picture books and 64 students in third grade of an elementary school in Suwon were selected for reading activities for 7 weeks to students with once a week program. The survey was conducted to those students to observe the changes in students' recognition on a library and a librarian before and after reading activities. As a result, it appears to be some improvements on reading attitude, understanding and awareness of function and using ways of school libraries, and the role of a school librarian. However, no changes have been made on the recognition of reading activities and a librarian. Based on these results, the study suggest that reading picture books to children could be continuous and highly effective methods to library education system.

• Korean Journal of Child Studies
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• v.33 no.4
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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.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.182-189
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• 2011

This study was conducted to evaluate the usability of augmented reality (AR) picture book for young children. The participants of this study were 17 five-year-olds attending to M kindergarten in Korea. The measurement of the usability was conducted by observation and interviews during and after children's AR picture book reading 1) usability test score such as task completed that is, reading the AR picturebook successfully, 2) children's behaviors in the process of reading the book, 3) children's response to the questions asking the level of satisfaction with the AR picture book. The result of study showed that most of children could read the AR successfully adjusting the distance and angle of AR picture book to web-camera's location. And children showed verbal and nonverbal expression such as surprise, joy, questions and frustration in reading the book. Children told that AR picture book is fun and easy to read. This study would provide the implications for the interface development and adult-child book reading of AR picture books.