• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.271-295
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• 2014

The purpose of this study is to analyze factors that influence adolescents' reading effectiveness and to structuralize the relationship between those factors. In consequence, reading attitude is the greatest factor that influences reading effectiveness, followed by library positivity and the reading role model. According to ANOVA, there is a difference in average between personality types, but PLS(Partial Least Squares) shows that personality types do not affect reading attitudes and reading effectiveness.

• Journal of Korean Library and Information Science Society
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• v.49 no.2
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• pp.79-104
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• 2018

This study was to present a model of cooperative reading practice and verify reading effectiveness on youth. For this purpose, 68 reading clubs were established in 61 districts and 8 high schools. The research groups were classified as the poor reading group, the good reading group, and the mixed-skill reading group. The cooperative reading groups were carried out for four months. We developed a questionnaire on Reading effectiveness conducted it pre- and post-test, and analyzed the results through the SPSS statistical program. We found that there was a positive change in the reading effectiveness of youth and overall-the highest effectiveness was found in the poor reading group. In addition, there was a positive change in the reading behavior of youth. The change of reading effectiveness was found to affect reading behavior.

• Journal of Korean Library and Information Science Society
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• v.44 no.3
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• pp.235-259
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• 2013

The purpose of this study is to find out the factors that affect adolescents' reading effectiveness. This study suggested three things as factors that influence reading effectiveness and they are an attitude towards reading, reading role models(parents, teachers, peers), a library influence(library use, library visit, library psychology). This study also examined the correlation of reading effectiveness and the influence of reading education. As results, most suggested factors made significant differences in adolescents' reading attitude and a positive attitude towards public libraries also influenced greatly in students' reading effectiveness.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.4
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• pp.139-160
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• 2017

The purpose of this study is to find out the influence of reading role model (parents, teachers, and friends) and reading effectiveness (reading satisfaction, willingness to persistent reading, immersed reading) reflected on middle school students' academic achievement (Korean Language performance and middle school record). As a result of the analysis, the factors affecting the performance of Korean Language were father (1.9%) and mother (3.4%) among reading role models. Among reading effectiveness factors, willingness to persistent reading (8%) was the only effective factor. In the case of the middle school record, the mother (3.4%) had the only effect among the reading role models, and reading effectiveness was influenced all factors such willingness to persistent reading (10.4%), immersed reading (4.0%) and reading satisfaction (1.9%). However, except for the factor willingness to persistent reading, the it found the influence was insignificant.

• International Journal of Knowledge Content Development & Technology
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• v.9 no.1
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• pp.57-79
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• 2019

This study attempts to seek a solution, in terms of brain science, to stimulate reading activities of men to whom no attention has been given from the field of reading. In order to do so, brain pattern, reading tendency, reading preference, reading effectiveness and influence of reading were analyzed. As a result of the analysis, first, it showed that respondents' characteristics did not affect brain patterns, but school and social influences on reading were found to affect brain patterns. Second, reading propensity according to gender was observed to be different in terms of personal health, personal self - esteem, and cultural artistry. On the other hand, reading effectiveness was found to be different in terms of reading engagement and the willingness to continue reading whereas reading propensity according to the brain pattern was different in books related to humor and family matters. Third, reading satisfaction, reading engagement and willingness to continue reading all were observed to affect the reading activities of men. Suggesting measures to stimulate reading activities of men based on such findings, first, implementing dynamic reading education programs and finding reading models for men are needed. Second, when selecting books for reading program operations, books should be recommended according to gender rather than being selected en bloc by libraries. Third, since reading education at home shows high influences on both male and male-type brain pattern, the starting point of reading education should be made at homes. In particular, fathers, who can become a role model for men, need a reading role model, and reading education programs for fathers are also required.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.301-319
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• 2008

This study investigated the effectiveness of reading intervention on at-risk readers from first through third grade. The 34 children below the 20th percentile on an oral reading fluency test participated in the reading intervention program for 15 weeks. They received small group instruction in one 40-minute session per week. Data were analyzed with one-way ANOVA, paired t-test and effect size for individual cases. Upon completion of the intervention, at-risk first graders showed significantly higher performance in print concept, word recognition, oral reading fluency and reading comprehension. The at-risk second and third graders improved only in oral reading fluency. Most of children who received the intervention demonstrated a large effect in oral reading fluency.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.89-107
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• 2014

The purposes of this study are to analyze the effectiveness of public library reading programs for children in qualitative way and to apply the outcomes to identify areas to measure the success of library reading programs. Interviews were conducted with children who participated in '2013 Reading Books with Libraries' program and adults who were in charge of managing the program. Observations on the program were also conducted. The findings indicate that children who participated in '2013 Reading Books with Libraries' program positively changed in various aspects. Selected areas to measure the success of library reading programs include: reading behavior; attitude to books; awareness of libraries and librarians; participation of library reading programs; the ability to read aloud; the ability to comprehend stories by listening; aggression; the ability to express one's own feelings; speech ability; concentration power; and undiscovered potential. The elements that affect the success or failure of library reading programs include: librarian's enthusiasm on running the reading program; environmental condition of the community child care center; age differences between child participants; running style of the instructor's program; selection of books; child participants' reading abilities and interests in reading; available time for free voluntary reading.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.59-69
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• 2004

The question addressed by the present research was whether repeated, careful reading of a few stories(Intensive Reading) is more effective than general, one-time reading of many stories(Extensive Reading). Unfamiliar stories were read to 105 kindergarten children from typewritten sheets of paper for 40 days(about 10 weeks). The Intensive Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story telling methods.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.201-224
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• 2015

This study analyzes the influences on the reading flow, reading satisfaction, and continuous willingness to read books for parents, teachers, and friends as a reading role model to influence high school students and the differences in the personal characteristics; gender, disciplines, and grade. The result shows that the most important contributor for high school students' reading is friends and male students are more influenced by their friends than female students. In addition, students in vocational high school are more influenced by their friends than students in academic high school. Parents factor relatively affects the reading for male students, 3rd grade students in high school, and students in academic high school. On the other hand, teachers barely affect the reading factors for students.

• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.131-154
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• 2023

This study analyzed the effectiveness of visiting reading programs for vulnerable children, focusing on the case of libraries in A-si, Gyeonggi-do. Library A utilized a visiting teacher to deliver books that matched the children's levels and interests through non-face-to-face interactions, or to engage in face-to-face reading sessions and deliver books together. In 2022, a total of 158 individuals from 103 families participated in the program, with 103 individuals from 67 families delivering books and 55 individuals from 36 families engaging in book reading activities. Pre- and post-project surveys were conducted to assess the reading effects, and interviews were conducted with the visiting teachers. The analysis revealed that the level and interest of the children during book delivery and reading sessions were identified, and the effects of reading books with high levels of interaction were significant. Infants who were able to easily acquire reading experiences according to their age exhibited better reading effects compared to elementary school students. The program aimed at the new participant group showed slightly greater effectiveness than the group of continuing participants. Furthermore, following the implementation of the program, improvements were observed in reading interest, reading attitude, reading environment, reading interaction, self-esteem, social skills, language ability, reading proficiency, self-directed learning ability, and library utilization rate.