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

• Clinical and Experimental Pediatrics
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• v.64 no.10
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• pp.497-503
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• 2021

Reading disability (dyslexia) refers to an unexpected difficulty with reading for an individual who has the intelligence to be a much better reader. Dyslexia is most commonly caused by a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell. In this paper, I describe reading disabilities by focusing on their underlying neurobiological mechanisms. Neurobiological studies using functional brain imaging have uncovered the reading pathways, brain regions involved in reading, and neurobiological abnormalities of dyslexia. The reading pathway is in the order of visual analysis, letter recognition, word recognition, meaning (semantics), phonological processing, and speech production. According to functional neuroimaging studies, the important areas of the brain related to reading include the inferior frontal cortex (Broca's area), the midtemporal lobe region, the inferior parieto-temporal area, and the left occipitotemporal region (visual word form area). Interventions for dyslexia can affect reading ability by causing changes in brain function and structure. An accurate diagnosis and timely specialized intervention are important in children with dyslexia. In cases in which national infant development screening tests have been conducted, as in Korea, if language developmental delay and early predictors of dyslexia are detected, careful observation of the progression to dyslexia and early intervention should be made.

• Journal of Haehwa Medicine
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• v.17 no.1
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• pp.21-39
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• 2008

Objectives : The aim of this study was to investigate the concept of learning disability. Method : I surveyed some of medical and special education books about learning disability. Results and Conclusion : The following result were obtained 1. Learning Disability is a terminology having a special difficulty in acquirement or use of listening, speaking, reading, writing, reasoning and arithmetic. It generally has a various form. 2. Learning Disability is induced by congenital factor, postnatal brain damage, environmental malfunction, nutrition and biochemical elements. 3. Learning Disability is classified into developmental and schoolwork.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.129-163
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• 2023

The purpose of this study is to identify reading competency and its components according to the concept of reading competency in order to strengthen the reading competency of children and adolescents with disabilities, develop diagnostic questions, and provide basic data for the development of a reading competency diagnostic tool for children and adolescents with disabilities, Research methods include literature research, brainstorming, delphi survey, and preliminary research. As a result of the study, the components of the reading competency diagnostic tool are broadly divided into 2 areas (affective domain, environmental domain), 4 categories (reading motivation, reading attitude, human environment, and physical environment), and a total of 13 components in each of the 4 categories (Reading interest, reading value, reading recognition, reading expectations, reading habits, reading efficacy, reading immersion, reading anxiety (avoidance), home/family, school/teacher, peers, reading environment, media environment) and the corresponding questions. was developed. Based on these results, a direction for developing a reading competency diagnostic tool for children and adolescents with disabilities was presented.

• Journal of Acupuncture Research
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• v.31 no.2
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• pp.99-109
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• 2014

Objectives : The purpose of this study was to analysis the relationship between hours of smartphone use and neck pain in university students. Methods : A survey of 2,353 university students was conducted in Gyeonggi province and Incheon city using a self report questionnaire from April 1 to 11 2013. The questionnaire of questions regarding the hours of using smartphone, mainly used function in participant's smartphone and neck discomfort degree. Neck disability index(NDI) was used to evaluate degree of pain. The collected data were analyzed with the t-test and Kendall's tau test using the SPSS 21.0 program and R 3.1.0, respectively. Results : 1. Almost all of the survey participants(99.07 %) were smartphone users. 66.97 % of them answered that they use their smartphone daily more than 2 hours and 48.18 % of them answered that they use their smartphone 10 to 30 minutes everytime they use it. 2. The overall distribution of NDI scores was 'no disability(0~4 score, 62.92 %)', 'mild disability(5~14 score, 32.85 %)', 'moderate disability(15~24 score, 1.19 %)'. As a result of t-test, we found that the average NDI score for female students was significantly higher than the average NDI score for male students(p<0.05). 3. The Kendall's tau test revealed that total time spent daily using smartphones has a strong positive correlation with 'pain intensity', 'lifting', 'reading' 'headache', 'concentration', and 'driving'(p<0.05) in NDI. Also, time duration of one time smartphone usage has a strong positive correlation with 'pain intensity', 'lifting', 'reading', 'headache', 'concentration', 'work', and 'recreation'(p<0.05). 4. The Kendall's tau test revealed that total NDI scores have a significantly strong positive correlation with both of total time spent daily using smartphones(p<0.05) and time duration for one time smartphone usage(p<0.05). This results imply that long-time use of smartphone has a strong relationship with neck pain. Conclusions : The results of the study would be a good starting point for future studies to reduce the risks of chronic neck pain caused by smartphone usage.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.169-179
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• 2016

This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.223-248
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• 2023

This study was conducted to compare and analyze trends in research on reading ability. To do this, collecting articles searched for 'reading ability', a keyword network analysis was performed based on the author's keyword. As a result of the analysis, it was found that the terms were used interchangeably in studies related to reading education at universities. In the study related to reading ability 1, the main research areas are school library, school librarian, information literacy, self-directed learning, and information service. In the study related to reading ability 2, the main research areas are children's early literacy, related reading difficulty and disability. In addition, studies on reading evaluation are being conducted in both areas, but not much activation has been performed. Studies involving adolescents show limited activity in both areas.

• Journal of the Korean Society for information Management
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• v.41 no.1
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• pp.1-30
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• 2024

The purpose of this study is to develop a diagnostic tool to strengthen the reading competencies of children and adolescents with disabilities, analyze its validity and reliability, and present basic data for the development of a diagnostic program. For this study, it was conducted on literature and case studies, the Delphi Method, and a preliminary survey of actual disabled children/adolescents. As a result of the study, there were limitations in validity and reliability analysis due to the small number of samples, but basic data was secured along with the development of a prototype diagnostic tool for the reading ability of children and adolescents with disabilities. It was proposed to develop the future reading competency diagnostic program by expanding it to the web and mobile platforms, considering various variables such as the characteristics of each disability type, a plan for data collection and utilization through big data, diagnostic procedures, and precautions during the diagnosis.

• Physical Therapy Korea
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• v.14 no.3
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• pp.97-106
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• 2007

The purpose of this study was to determine reliability and validity of the Neck Disability Index (NDI) now in use for the first time in neck pain patients of Korea. Fifty subjects (26 males and24 female) with neck pain enrolled in the study. They completed a standardized self-administered questionnaire that include pain intensity, personal care, lifting, reading, headaches, concentration, work, driving, sleeping and recreation. Reliability was determined by intra-class correlation coefficient (ICC) and Cronbach's alpha by internal consistency. Validity was examined by correlating the NDI scores to the Visual Analog Scale (VAS) score. The Test-retest reliability of the translated versions of the NDI was good ICC (2,1) = .90 (95%CI .85 .95). Cronbach's alpha value for NDI was found to be .95 and this was statistically significant (p<.05). The criterion-related validity coefficients was .72 (p<.01). We conclude that the Korean version of NDI has shown to be a reliable and valid instrument for the assessment of neck pain.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.295-304
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• 2015

We assessed reading-related skills in children with reading comprehension difficulties ("Poor comprehenders"), word decoding difficulties ("Poor decoders") and normal readers, matched for age and nonverbal IQ. The reading-related skill tests used in our study are phonological processing, visual processing test, and receptive vocabulary test. The authors argue that children who had difficulty in reading comprehension had lower scores only on the phonological short-term memory test compared with normal readers, although their performance on receptive vocabulary and visual processing tests are comparable to normal readers. The results of our study revealed that poor decoders had lower scores on the phonological processing, visual processing, and receptive vocabulary tests.