• 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.

• 영어어문교육
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• 제9권spc호
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• pp.185-208
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• 2003

The purpose of this paper is to examine some of the theories concerning socioaffective strategies, to analyze the dialogues of the students negotiating for meaning of a reading material and to suggest some implications of socioaffective strategies for teaching reading. The examination of the theories - the interaction hypothesis and the sociocultural theory - suggest that the use of socioaffective strategies facilitates more effective understanding of information that is to be found. distributed, and taken in among the participants. The discourse analyses of the students' interaction in a Korean college English reading class show ample evidence of the use of socioaffective strategies that helped them understand the meaning of a text. However, the analyses show that the strategies are mostly used to ask questions concerning the meaning of clauses. Only few analytical questions are raised for some structural and pragmatical features in the text which are crucial to the understanding of its meaning. Imbalance also exists in the types of the questions used by the participants. The analyses indicate that, instead of negotiating more interactively, the students tend to rely upon a more advanced student when they face difficult English sentences. Therefore as a conclusion this paper emphasizes the importance of teaching socioaffective strategies to help students to help themselves to become more cooperative, independent and analytical in reading English texts.

• 아동학회지
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• 제24권5호
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• pp.91-104
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• 2003

This study analized the strategies in beginning readers by age and reading ability. Sixty 4-and 5-year old subjects took a reading test based on Bsatjes & Brown(1997) and Park, et a1.(1989). They read contextual and non-contextual storybooks. Errors in oral reading were recorded as mispronunciations, substitutions, omissions, insertions, teacher-assistance and self-corrections. Mispronunciations and substitutions were Specifically evaluated for graphic and contextual reading strategies. Data were analyzed by percentage and mean. Results revealed that children made more mispronunciation errors in reading the non-contextual story book. They used graphic information more than contextual information. Fine-year olds and high-level readers developed the use of graphic and contextual cues simultaneously.

• 정보관리학회지
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• 제36권3호
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• pp.37-60
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• 2019

본 연구는 고등학교를 대상으로 교육현장에 실질적 도움이 될 수 있는 실행연구(action research)를 통해 학교도서관 관점에서 독서방법이 조합된 독서전략이 고등학생의 읽고 이해하는 능력에 어떤 교육적 영향을 미칠 수 있는지 알아보았다. 그리고 독서전략이 청소년의 독서태도에 미치는 영향과 부가요인으로 독서태도의 변화가 텍스트 이해력과 관계성을 가지는지 확인하였다. 특히 독서조합의 긍정적 시너지 효과는 텍스트 이해력의 성취와 독서태도의 변화라는 독서성과로 이어지는 것을 확인할 수 있었다. 또한 텍스트 이해력과 독서태도 변화 간의 정적 관계가 확인되어 향후 청소년의 텍스트 이해력의 향상을 위한 독서태도의 효과적인 변화의 방향을 제안하였다.

• 한국도서관정보학회지
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• 제43권3호
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• pp.265-289
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• 2012

본 논문은 학교도서관 독서교육에 관한 연구이다. 독서교육은 학교도서관의 중요한 역할 중의 하나이다. 구성주의는 현대의 중요한 학습이론으로 각 교과의 학습에 적용되고 있다. 본 연구에서는 구성주의의 학습원칙을 학교도서관의 독서교육에 적용하였다. 독서교육은 오늘날 독서전략에 관심을 가지고 발전하고 있으며, 주로 국어과 독서교육에서 연구되어 왔다. 여러 문헌들의 독서전략들을 조사하고, 이를 Westhoff가 제안한 방식으로 범주화하여 학교도서관의 독서교육과정에 적용하였다. 구성주의 학습원칙은 강인애가 정리한 것을 중심으로 적용하였으며, 독서교육과정은 한국도서관기준의 학교도서관 정보이용교육단계를 기준으로 하였다. 학교도서관의 정보이용교육(information literacy instruction)은 독서교육을 포함하며, 그것을 더욱 확장 발전시킨 개념이기 때문이다. 구성주의 학습원칙을 적용한 학교도서관의 독서교육은 학교교육과 학교도서관의 발전에 기여 할 것이다.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• 영어어문교육
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• 제15권4호
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• pp.1-22
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• 2009

This case study aimed to explore proficient EFL readers' perceptions and experiences about reading tasks and how those perceptions and experiences influence their reading processing behaviors, and to examine how the cultural background of a text affects their reading strategies and comprehension. Three college students who were non-English majors participated in this study. Three data sources were employed: questionnaires, interviews, and think-alouds. The results showed that: (1) the participants emphasized comprehension as the goal of reading and considered themselves good EFL readers; (2) their reading purposes were closely associated with personal pursuits; (3) they preferred to read materials that deal with areas of interest but did not try to take a risk in terms of level of difficulty and/or length; (4) they implemented a multistrategic approach to reading in that the majority of their strategy use was in conjunction with their concern about meaning construction; (5) they were able to develop useful understandings of unknown vocabulary; and (6) their clear awareness of the cultural background presupposed in the text helped them invoke prior knowledge and reduce unknown vocabulary hindrances which contributed to comprehension. Pedagogical implications for EFL reading instruction are provided.

• 영어어문교육
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• 제11권4호
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• pp.209-235
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• 2005

The purpose of the present study was to investigate the effectiveness of reciprocal teaching procedure for improving Korean college students' reading comprehension of English text. In particular, this study sought to explore the qualitative features, if any, in students' use of reading comprehension strategies presented in the process of Reciprocal Reading Procedure (RRP). In order to accomplish the goal of the study, transcripts of the students' dialogues, open-ended questionnaires, and researchers' observation notes were examined. The results of the study showed that the participants used different four kinds of reading strategies in the process of RRP (questioning, clarifying, predicting, summarizing). The findings also suggested that the readers with limited knowledge of vocabulary had difficulty in moving on to the next level. Additionally, future research direction and some pedagogical implications are presented for the practical EFL classroom.

• 말소리와 음성과학
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• 제6권4호
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• pp.151-159
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• 2014

The study investigated the effects of reading intervention to enhance reading fluency for children from low-income families. The participants were 20 children from low-income families who are in grades 1 to 3. To qualify for participation in this study, all children had to score below 30 % ile on the Receptive vocabulary Test of the Expressive and Receptive Vocabulary Test or the Word reading fluency of the Korean Language-Based Reading Assessment. Participants were randomly assigned to the intervention (n=10) or control (n=10) group. The intervention group participated in the individualized intervention program using the guided repeated reading and the corrective feedback strategies. The results showed that participants in the intervention group performed better on reading fluency than those in the control group after participating in the intervention program. Specifically, guided repeated reading with corrective feedback strategies produced significant improvement on generalization to unpracticed passages as well as practiced passages. The results of this study suggest that guided repeated reading with corrective feedback is effective for enhancing reading fluency for children in Korea. Further study is needed in order to develop language-specific reading intervention.

• 한국문헌정보학회지
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• 제45권1호
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• pp.395-415
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• 2011

본 연구에서는 '공공어린이도서관'에서 진행되는 영어독서프로그램의 타당성, 문제점 및 효과성을 평가하고 영어독서프로그램의 효과적인 운영방안을 제안하였다. 이를 위해 전국 공공어린이도서관의 영어독서프로그램에 대한 운영 현황을 조사하였다. 또한 영어독서프로그램 운영사례로 서울시 소재 공공어린이도서관인 'S 어린이도서관'의 학부모 및 프로그램 참가 아동을 대상으로 영어독서프로그램에 대한 인식 및 만족도에 대한 설문조사 및 프로그램 관찰을 수행하였다. 이러한 결과를 바탕으로 영어독서프로그램에 대한 개선 방안을 도출하였다.