• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.27-41
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• 2010

Scientific texts are some of major sources for scientific understanding. Therefore, reading scientific texts should be considered as an important learning activity. However, there is little research about reading scientific text in Korea. In this study, as a starting point for research about reading scientific text, lists of scientific text constituents and scientific text functions are suggested based on a comprehensive literature review. The study also reviewed how scientific text structure, familarity of scientific text and analogy involved in scientific text can affect students' scientific understanding through reading scientific text. Finally, further study plans, such as analysis of actual science textbooks using the lists suggested in this study as well as the investigation of actual students' thinking processes when reading scientific text, were described.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.376-389
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• 2022

The purpose of this study was to investigate the effects of implementing semantic mapping reading strategy in the science class on high school students' science text reading ability. 3^rd grade students of science core high school in a small and medium-sized city participated in this study for a semester. Texts with socio-scientific issues and chemistry subjects were used to implement semantic mapping reading strategy in the science class. To investigate the changes in students' science text reading ability, experimental group students participated in the pre-reading and post-science reading ability tests and the results were analyzed. The results of this study showed that the mean of the science reading ability test score of experimental group was significantly higher than that of the comparison group. We found that drawing a semantic mapping before solving a reading task made it easier for students to find information and infer meaning from text. It can be seen that students also recognize that the semantic mapping is helpful in understanding the text because it is easy to understand the relationship between concepts by visualizing the content of the text, and can connect their background knowledge with the text content.

• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.191-206
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• 2006

Two experiments were conducted to investigate the effects of verbal working memory and the spatial working memory on children's text comprehension. The reading span and the operation span of the reading deficient children were smaller than that of the reading normal children, but the two groups did not differ in the visual span. Reading deficient children got lower score in the comprehension tests than reading normal children, and the difference was larger for the expository text than the narrative text. The involvement of visual working memory in reading narrative texts were more directly tested in Experiment 2 by asking the children do a secondary memory task before they answered the comprehension test. Reading normal children suffered more under auditory secondary memory condition for both narrative and expository texts, whereas reading deficient children suffered under visual secondary memory condition for narrative texts as well. The results of the two experiments suggested that the spatial working memory can be involved in text comprehension process, especially with reading deficient children.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.362-377
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• 2023

The purpose of this study was to investigate the effect of semantic mapping as a science text reading strategy on high school students' inferential understanding. For this purpose, eight science text reading classes were conducted a reading strategy using semantic mapping for 46 students in two science-focused classes in the third grade of a high school. To investigate the effects of semantic mapping reading strategy on students' inferential comprehension, students' pre- and post-reading ability tests results were analyzed. In order to find out the change in inferential comprehension, the level of the inferential comprehension was analyzed using the analysis framework for developed in this study. For the classification of inferential comprehension, the levels of the inferential comprehension were converted into scores. The results of the analysis of changes in students' inferential comprehension showed that semantic mapping reading strategy classes influenced the changes in high school students' inference, especially bridge inference and elaborative inference among sub-elements of inferential comprehension.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.129-142
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• 2017

In this study, the characteristics of the reading materials in elementary school science textbooks developed under the 2009 revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of topic, purpose, students' activity, and presentation. The visual images in the reading materials were also analyzed from the viewpoint of type, role, caption type, and proximity type. The results indicated that the number of the reading materials in the 2009 revised science textbooks decreased compared to that of the 2007 revised science textbooks. It was also found that the frequencies of the reading materials expanding concepts of the text and/or requiring corresponding students' inquiry increased. More visual images were used in the reading materials of the 2009 revised science textbooks. However, several limitations were still found to exist; most visual images were illustration and/or picture; many visual images were presented without a caption; there was a problem in the proximity of visual image to text.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.642-657
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• 2022

This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.

• Journal of Korean Library and Information Science Society
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• v.39 no.3
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• pp.139-159
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• 2008

Much of the current literature on reading instruction supports the idea of teaching students a series of reading strategies instead of isolated reading skills. Reading strategies are plans or methods that can be used or taught to facilitate reading proficiency. In the meantime, the reading instruction program of school library is the reading promotion event has been limited. Therefore, the reading instruction program of school library need to focus reading strategies oriented instruction rather than reading skill. This Study categorizes Reading Strategies that divided into text type, text structure, reading process, cognitive strategies.

• Journal of information and communication convergence engineering
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• v.21 no.4
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• pp.281-286
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• 2023

Diagnosing reading disorders involves complex procedures to evaluate complex cognitive processes. For an accurate diagnosis, a series of tests and evaluations by human experts are required. In this study, we propose a quantitative tool to diagnose reading disorders based on natural reading behaviors using minimal human input. The eye movements of the third- and fourth-grade students were recorded while they read a text at their own pace. Seven machine learning models were used to evaluate the gaze patterns of the words in the presented text and classify the students as normal or having a reading disorder. The accuracy of the machine learning-based diagnosis was measured using the diagnosis by human experts as the ground truth. The highest accuracy of 0.8 was achieved by the support vector machine and random forest classifiers. This result demonstrated that machine learning-based automated diagnosis could substitute for the traditional diagnosis of reading disorders and enable large-scale screening for students at an early age.

• Journal of Korean Library and Information Science Society
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• v.43 no.3
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• pp.313-332
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• 2012

This study looked at various definitions of reading and examined multiple aspects of reading from the perspective of related disciplines. The study also attempted to isolate specific factors of reading-author, reader, text, and context-and investigated the nature of each factor. The study focused on the communicational aspect of reading, especially on the interaction between the reader and the context.