• 아동학회지
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• 제11권1호
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• pp.1-14
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• 1990

The purpose of this study was to examine the effect of parents' repeated reading of the same storybook on young children's independent reading. The subjects were forty five- and six-year-old children and their parents. The children attended four preschools and kindergartens in three cities, Ann Arbor, Northville, and Jackson, Michigan, U.S.A. The family SES varied. Observation of parent-child verbal interaction during storybook reading was carried out in a naturalistic way. The storybook used for this study was The Berenstain Bears visit the dentist(Berenstain & Berenstain, 1981). The parents were asked to read the stroybook aloud to the target child, as they usually did, four times within 2 weeks, but to audiotape the first and fourth reading. The paired t-test was employed to test for the difference in the frequency of the child's taking over of storybook reading between the fir-st and fourth reading. The results showed that children took over storybook reading more frequently in the fourth reading than in the first reading, irrespective of the family SES. Implications for future research in the area of storybook reading were discussed.

• 한국도서관정보학회지
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• 제53권1호
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• pp.1-29
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• 2022

이 연구는 책 읽어주기를 들은 경험이 있는 사람들의 책 읽어주기에 대한 가치 인식이 책 읽어주기 만족도와 독서태도 형성에 미치는 영향을 파악하여 이를 토대로 도서관 책 읽어주기 서비스의 시사점을 얻는데 목적이 있다. 이를 위하여 다양한 연령대의 439명을 대상으로 설문조사를 실시하였다. 그 결과는 다음과 같다. 첫째, 연령대별로 책 읽어주기에 대한 가치 인식과 만족도의 차이가 나타났고, 독서태도는 차이를 보이지 않았다. 둘째, 책 읽어주기 가치가 효능감, 사랑받는 느낌에 있다고 답한 응답자의 만족도가 긍정적으로 나타났고, 편안함에 있다고 답한 응답자의 만족도는 이에 비해 낮았다. 셋째, 만족도가 긍정적인 응답자일수록 독서태도가 긍정적으로 나타났다. 넷째, 부모가 어린이 책을 읽는 독서모임에 참여하고 있는 응답자는 신뢰관계형성에 대한 가치 인식이 높고, 책 읽어주기 경험이 많은 것으로 나타났고, 책 읽어주기 경험이 많을수록 독서태도의 행동적 측면에 영향을 받는 것으로 나타났다. 따라서 사서(교사)는 연령대별로 가치 인식 유형과 만족도를 고려한 프로그램을 기획하는 한편, 학부모대상 독서모임을 적극적으로 운영하여 독서태도 향상을 지원할 필요가 있다.

• 영어어문교육
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• 제16권3호
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• pp.19-34
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• 2010

This study investigates how EFL learners' chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required 'English Reading' course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners' comprehension not only in reading but also in listening.

• 아동학회지
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• 제20권2호
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• pp.125-138
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• 1999

This study explored mother-infant interactions during reading of picture books with and without printed words. The interactions of 40 mother-infant dyads(??) were video-taped while mothers read the books aloud to their 1- or 2-year-old child at home. When reading the books with words, mothers used more "where" questions and gave more feedback to the non-verbal behavior of the infants. Mothers gave more labels, descriptions, predictions, and "what", "function/activity" questions when reading the wordless book. The infants used more nonverbal answers reading the book with words. The mothers of the 2-year-olds used more "what", "function/activity" questions, and gave feedback to their verbal behaviors. The 2-year-olds used more imitation, verbal answers, and comments. For the mothers of the 2-year-olds, the interaction with the wordless book led to more attention-recruiting and bridging. For the children, however, reading the wordless book led to more labels, questions, and comments.

• 한국과학교육학회지
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• 제25권2호
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• pp.122-132
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• 2005

선 그래프는 막대그래프와 달리 각 변인들의 변화에 기인한 경향을 보여준다. 따라서 선 그래프로부터 경향을 파악할 수 있는지의 여부는 중요하다. 본 연구의 목적은 선 그래프 도식을 지닌 학생들이 선 그래프를 읽고 해석할 때 선 그래프 도식을 지니지 못한 학생들과 비교하여 어떠한 사고과정을 거치는지 파악하는 것이다. 발성사고를 통하여 고등학생틀의 선 그래프 이해 수준과 선 그래프 유형에 따라 선 그래프를 읽는 사고 과정의 특징을 분석한 결과, 동일하게 주어진 시간 동안에 상위 그룹에 해당하는 학생들은 하위 그룹에 속하는 학생들보다 더 많은 문장을 발성사고하였으며, 하위 그룹의 학생들과 달리 적응단계에서 선 그래프의 유형, 경향, 라벨 등을 파악하는데 오랜 시간을 사용하였다. 또한 상위그룹의 학생들은 하위그룹의 학생들보다 초인지적인 문장을 발성사고하는 경우가 더 많았다. 선 그래프 도식을 지닌 학생들과 단순히 일반적인 그래프 도식을 지닌 학생들을 구별하고 그에 따라 정보를 전달하는 방식을 달리하는 융통성이 필요하다.

• 아동학회지
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• 제27권4호
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• pp.81-102
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• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.

• 한국보육지원학회지
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• 제16권5호
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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.

• 한국안광학회지
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• 제16권3호
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• pp.333-338
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• 2011

Purpose: The aim of this study was to investigate eye dominance and reading performance based on eye movements and reading speed. Methods: The eye dominance of 30 subjects was determined using the sighting test (hole formed by hands). The subjects were asked to read the numerical reading material aloud in English from left to right and from right to left at random. The number of saccades, regressions, and inter-fixations per minute was calculated using Visual-Oculography (VOG) and the reading speed was recorded as number of characters per minute using stopwatch. Results: No significant differences in reading speed among right and left eye dominant subjects as they read from left to right and right to left directions (p>0.05). However, left eye dominant subjects were found to read significantly faster compared to right eye dominant subjects in both directions of reading (p<0.05). In term of eye movement patterns, no significant differences in saccades, regressions, and inter-fixations per minute were found between subjects with right eye dominance and left eye dominance for both reading directions (p>0.05). Conclusions: Reading performance in term of eye movement and speed was not affected by eye dominance, but subjects with left eye dominance read faster than subjects with right eye dominance.

• 한국방송∙미디어공학회:학술대회논문집
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• 한국방송공학회 2009년도 IWAIT
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• pp.773-777
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• 2009

In recent years, the field of synthesizing voice has been developed rapidly, and the technologies such as reading aloud an email or sound guidance of a car navigation system are used in various scenes of our life. The sound quality is monotonous like reading news. It is preferable for a text such as a novel to be read by the voice that expresses emotions wealthily. Therefore, we have been trying to develop a system reading aloud novels automatically that are expressed clear emotions comparatively such as juvenile literature. At first it is necessary to identify emotions expressed in a sentence in texts in order to make a computer read texts with an emotionally expressive voice. A method on the basis of the meaning interpretation that utilized artificial intelligence technology for a method to specify emotions of texts is thought, but it is very difficult with the current technology. Therefore, we propose a method to determine only emotion every sentence in a novel by a simpler way. This method determines the emotion of a sentence according to an emotion that words such as a verb in a Japanese verb sentence, and an adjective and an adverb in a adjective sentence, have. The emotional characteristics that these words have are prepared beforehand as a emotional words dictionary by us. The emotions used here are seven types: "joy," "sorrow," "anger," "surprise," "terror," "aversion" or "neutral."

• 영어어문교육
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• 제17권3호
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• pp.1-25
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• 2011

This research primarily aimed to investigate proficient and less proficient EFL readers' awareness and experiences about learning to read and reading in English. The secondary purpose was to explore the participants' reading strategies, and to discover how the genres of English texts influence their reading processing behaviors. The participants consisted of four college students in engineering aged 21-25 years. Three data sources were employed: questionnaires, interviews, and think-alouds. The findings revealed that: (1) the proficient EFL readers judged themselves to be good readers, while the less proficient EFL readers judged themselves to be fair readers; (2) unknown vocabulary was perceived to be the major impediment to reading comprehension; the think-aloud data, however, demonstrated that unknown vocabulary did not significantly interfere with their reading comprehension; (3) regardless of the genre of the text, the participants employed similar reading strategies; (4) the participants were more likely to tolerate ambiguity and predict the content when reading the narrative text than the expository text; (5) there was no set of strategies that distinguished proficient EFL readers from less proficient EFL readers; and (6) when identifying problems, the proficient EFL readers used fix-up strategies more effectively and were better able to provide satisfactory solutions than their counterparts. Pedagogical implications for EFL reading instruction are discussed.