• Journal of the Korean Society for Library and Information Science
• /
• v.47 no.1
• /
• pp.377-398
• /
• 2013

The research has provided elementary and junior high school students at Children's Center in Incheon district and analyzed its effective factors in both educational and operational aspects. The educational factors in reading discussion include reading, writing, presenting, listening, and rethinking. In the result, the influential factors are as follows: the respondents' emotional intelligence, the level of reading completion, the level of sympathy with class participants, and the level of advance preference on reading. There are additional factors that have influences on the result, including suitability of topics, capabilities of leaders, selection of books, and combination of basic educational training, like speaking and writing.

• English Language & Literature Teaching
• /
• v.18 no.2
• /
• pp.85-106
• /
• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• Journal of The Korean Association of Information Education
• /
• v.15 no.1
• /
• pp.137-146
• /
• 2011

The elementary school English Education Course consists of four integrated aspects of language (Listen, Speak, Read, Write) used to develop skills for daily communication in English. yet the 6th Grade English Education Curriculum focuses almost exclusively on sentence completion through copying and "fill-in-the-blank" exercises. Further, these activities are insufficient time to develop literacy skills. Additionally, the curriculum's emphasis on memorization within the written component is very time consuming for students, leading many to develop negative opinions of the written aspect of a comprehensive understanding of English. This thesis attempts to address each these problems through development of a web-based Learning Model for Cooperative Writing in English. The study resulted in three observations. First, this model overcame limitations of the current teaching model in schools. Second, students expressed more interest in the experimental model than in the current curriculum and standard pedagogical methods. Finally, the study demonstrated that improvement of English literacy is indeed possible using the model presented here.

• 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.

• Journal of Creative Information Culture
• /
• v.7 no.4
• /
• pp.197-206
• /
• 2021

This study is a case of convergence education using the AI model of entry in elementary schools. The subject is English, and the class was conducted based on the image learning model among the convergence activities with the art department drawing and the AI model of the entry. In order to effectively achieve the learning goals of speaking and writing in English education. The class was designed by combining art and SW. Students experienced communication using AI, improved confidence, and were able to improve creativity and communication skills by expressing not only listening and speaking but also expressing through various media such as pictures and photos. In addition, in order to find out the effectiveness of the class, a survey was conducted on students and the results were analyzed. As a result of the analysis, it was found that it had a positive effect on students' participation rate, degree of understanding AI after class, interest in AI, satisfaction with AI classes.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.12 no.1
• /
• pp.51-70
• /
• 2001

Characteristics of handwriting were investigated and compared between the patients with writing disabilities and normal elementary school pupils. Generally, the heights of the letters of the patients were significantly larger than those of normal children, and letters of the patients were more sparsely distributed than those of controls. The distance between the words were significantly reduced in the patients’ writings, which indicated that patients had much more problems of space-leaving than normal pupils. Letter heights differences were significant across all grades in the patients and normal controls. The heights of the letters decreased as they grew older, and the slope of the decrements were more steeper in normal girls(r=-0.45) than girls with writing disabilities(r=-0.16). Sex differences were found in the letter spacings in low grades(grades 1, 2), that is, the distances between the letters were significantly narrower in the male patients than normal boys in these grades, and the differences were almost indiscriminating in grades 3 through 5, and finally, in sixth grade, letter spacings were signifycantly broader in normal boys than male dysgraphics. In girls, letter spacings were significantly broader in the patients across all grades. These findings supports the hypothesis that male and female writings were qualitatively different and that distinct mechanisms served in boys and girls dysgraphics. Across all grades and sexes, spaces between the words of the patients were significantly broader than normal pupils, which suggested that space-leaving between the words was important in Korean writings. There was trend that letter spacings and word spacings decreased across grades, but in girls, no correlations between the letter spacings and grades were found. Correlation analyses revealed that letter heights and letter spacings had mild correlation(r=0.11-0.15), and that letter spacings and word spacings had robust correlation(r=0.99). Phonological errors were mostly found in last phoneme(Jong-seong), especially double-phoneme(ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄾ, ㄿ, ㅀ, ㅄ), and in the case the sound values changed due to assimilations of phonemes. Semantic errors were rare in both groups. Space-leaving errors were correlated with phonological errors, and more frequent in boys than girls. In conclusion, significant differences existed in the letter heights, letter spacings, word spacings, and frequencies of phonological errors and spaceleaving errors between the patients with writing disabilities and normal pupils. The characteristics of writings changed across grades and the developmental profiles were somewhat quantitatively different between the groups. The differences became obvious from the second-third grades.

• The Journal of Korean Academy of Sensory Integration
• /
• v.16 no.1
• /
• pp.14-24
• /
• 2018

Objective : The purpose of this study was to identify the effect of Interactive Metronome (IM) training on postural control and hand writing performance of children with Attention Deficit Hyperactivity Disorder (ADHD). Methods : Participant was a third grade elementary school student diagnosed with ADHD. ABA design was used and a total of 30 sessions were held for 3 sessions every week for a total of 10 weeks. In the intervention period, IM training was conducted for 40~50 minutes before intervention for writing, and the writing task was carried out. We evaluated the handwriting legibility and speed. Before baseline A and within a month after A' phase, Clinical Observation of Motor and Postural Skills (COMPS) was evaluated to examine the changes in postural control of the student. Results : After the IM intervention, the postural control of the student improved in the score of slow movement, finger-nose touching, and asymmetrical tonic neck reflex. The handwriting legibility and speed has also tended to increase during the intervention period, but it has not significantly changed. Conclusion : This study could be used as an evidence that the IM training aimed at postural control and handwriting ability could enhance the ability to improve postural control and thereby provide fundamental knowledge for future studies.

• Journal of Families and Better Life
• /
• v.7 no.2
• /
• pp.45-60
• /
• 1989

The present study analyzed data from 417 grandchildren in the fifth grade of the elementary school with regard to patterns of contact and the content and the level of grandmothers role performance. Major findings were as follows; 1) The most frequent of association occuring between grandmothers and grandchildren was telephoning, next visiting and writing. The mothers, attitude and geographical proximity were consistently related to the level of the contact between grandmothers and grandchildren. 2) The family type, the attitude of the mothers and the health condition of grandmothers were related to the level of the grandmothers role performance. The role of the grandmothers consists with six dimensions of discipliner, surrogate parenting, interference, historical and sex role adviser, confidant and material provider.

• Speech Sciences
• /
• v.1
• /
• pp.227-236
• /
• 1997

How do aphasics deal with the inflectional marking occurring in agglutinative languages like Korean? Korean speech repetition, comprehension and production were studied in 3 Broca's aphasic speakers of Korean. As experimental materials, 100 easy sentences were chosen in 1st grade Korean elementary school textbooks about reading writing and listening, and two pictures were made from each sentence. This study examines the use of three kinds of inflectional markings--past tense, nominative case, and accusative case. The analysis focuses on whether each inflectional marking was performed well or not in tasks such as repetition, comprehension and production. In addition, morphological errors concerned with each inflectional marking were analyzed in view of markedness. In general, the aphasic subjects showed a clear preservation of the morphological aspects of their native language. So the view of Broca's aphasics as agrammatical could not be strongly supported. It can be suggested that nominative case and accusative case are marked elements in Korean.

• Journal of The Korean Association For Science Education
• /
• v.34 no.7
• /
• pp.647-655
• /
• 2014

The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.