• 한국도서관정보학회지
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• 제39권3호
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• pp.139-159
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• 2008

독서교육에 관한 최근의 연구에 의하면 독립적인 기능 중심의 교육보다는 독서전략을 중심으로 지도해야 한다는 주장이 폭넓게 수용되고 있다. 독서전략은 독자가 능숙하게 독서를 하는데 동원하거나 지도교사가 효과적인 독자가 될 수 있도록 지도하는 방법이나 의도적인 계획을 말한다. 그동안 학교도서관에서 제공하는 독서교육 프로그램은 독서촉진 혹은 행사에 치중해 왔다. 따라서 학교도서관에서 제공하는 독서교육은 독서촉진이나 행사보다는 독서전략 중심의 교육으로 전환할 필요가 있다. 이에 본 연구에서는 텍스트 종류, 텍스트의 구조, 독서의 과정, 인지전략 등 4개의 요소로 구분하여 독서교육에 필요한 독서전략을 범주화하였다.

• 영어어문교육
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• 제7권1호
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• 아동학회지
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• 제21권4호
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• pp.243-257
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• 2000

This empirical test of the efficacy of the literature-based reading instruction was conducted with 63(31 male and 32 female) 2nd grade elementary school children. Subjects in the experimental group had 40-45 minutes literature-based reading instruction twice weekly; those in the control group had only basic text reading. Procedures included a pilot study, pre-test, experimental period, and post-test. Research instruments included the Basic Learning Skill Test(Park et al., 1988), the Qualitative Reading Inventory(Leslie & Caldwell, 1990), and the Elementary Reading Attitude Survey(Mckenna & Kear, 1990). Data were graded and scored by each research question and then analyzed with a t-test of differences between the groups. The experimental group showed higher word recognition, text comprehension, and story grammar strategies than the control group. They also showed more improvement in each of these categories than the control group.

• 대한산업공학회지
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• 제29권3호
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• pp.197-205
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• 2003

Many people get plenty of information from World Wide Web, and the study of the factors that affect on reading task on web browser is presenting important issue. But domestic studies on legibility of Korean on web environment were relatively poor and the study about suitable text layout for skimming wasn't carried out also. At this point, this study was performed to investigate the effects of two types of reading, three levels of line length, and three levels of interlinear spacing on comprehension and reading rate when subjects read the materials on web browser. Reading speed, error rate, subjective preference and SACL(Stress and Arousal Checklist) evaluation were measured to evaluate the effects. Eighteen volunteer subjects participated in eighteen web document sessions with two different reading types, three different line lengths, and three different interlinear spacings. Statistical results from objective and subjective evaluations indicate that 50 characters per line of line length and 100 percents of interlinear spacing improved reading rate, overall error rates were reduced when reading normally, and SACL measures were increased at fast reading type. Consequently, in order to design text layout to retrieve information in WWW environment effectively, just applying guidelines of traditional printed material is not proper. Therefore, it is effective to consider reading type, line length, and interlinear spacing. Implications of these results and suggestions for the further study are also addressed.

• 한국도서관정보학회지
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• 제43권3호
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• pp.313-332
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• 2012

본 연구는 다양한 독서의 정의와 독서를 다루고 있는 인접 학문들의 관점에서 독서의 여러 측면들을 검토하였다. 이에 따라 독서의 요인을 추출하고 요인의 성격을 조사하였다. 독서의 주요 요소는 저자, 독자, 텍스트, 맥락의 4가지이다. 본 연구는 독서의 커뮤니케이션 측면, 특히 독자와 맥락과의 상호작용에 중점을 두어 결론을 이끌었다.

• International Journal of Advanced Culture Technology
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• 제7권4호
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• pp.49-55
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• 2019

In the age of information, newly produced knowledge is mostly written in English. Therefore, there has been a strong demand for English language learning in the EFL context. However, most EFL learners possess a lack of interest and motivation in the text-based reading class. In this educational context, film is one of the most widely used materials in English reading classes considering that modern learners are predominantly familiar with various audiovisual materials. The purpose of this study is to investigate how Korean EFL learners experienced in the film-based reading class. Specifically, this study aims to analyze the EFL students' perceptions about the class and learning strategies that they used during the class. In order to comprehensively interpret the EFL learners' experiences in the classroom, a coding system consisting of five categories was developed: report, emotion, reflection, evaluation, future plans. The results of data analysis showed that the use of movies in English reading classes had positive effects on reading comprehension and inference of word meaning. The most frequently used learning strategies were affective strategies which helped them control their emotion, attitude, motivations and values, whereas memorization strategies were rarely used. In this respect, this study suggests that the use of movies in the EFL reading classroom encourage students' attention and help them obtain and activate schema which is useful in gaining a better understanding of text-based reading materials.

• 디지털콘텐츠학회 논문지
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• 제10권4호
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• pp.537-542
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• 2009

인쇄텍스트의 여러 제약들이 혁신적인 컴퓨터 기술의 발달로 인해 해결 방법이 제시되고 있다. 하이퍼텍스트는 온라인에서 발견되어 지는 전자 텍스트로서 비선형적 방법으로 정의되어 질수 있다. 전통적인 인쇄텍스트와는 대조적으로 전자방식의 쓰기는 약간의 변형이 필요한 새로운 기술에 의존하고 있다. 그러나 불행하게도 아직도 많은 연구들이 지식의 축적을 위한 목적으로 하이퍼텍스트 형태로 문서들을 해독할 때 독자가 가지고 있는 경험들을 필요로 하고 있다. 이 분야에 대해 지금까지 여러 연구들이 있어왔지만 독해를 위한 항법과 그 대책에 관한 방법을 제시하고 있지는 않는 것 같다. 본 논문은 독해력을 위한 전통 인쇄텍스트와 하이퍼텍스트간의 차이를 실험을 통해 밝히고자 한다. 실험 대상자들이 하이퍼텍스트와 인쇄텍스트를 해독할 때 가지는 경험을 근거하여 볼 때 텍스트의 형태는 독자의 독해력 기억에 매우 중요한 관계를 가지고 있다는 것을 밝히고자 한다.

• 한국초등과학교육학회지:초등과학교육
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• 제41권4호
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• pp.642-657
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• 2022

이 연구는 과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업이 초등학교 학생들의 과학 읽기 능력에 미치는 영향을 알아보는 것을 목적으로 하였다. 연구 대상은 초등학교 5학년으로 실험집단은 과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업을 실시하였고 비교집단은 교과서에 바탕을 둔 과학 수업을 실시하였으며 과학 읽기 능력 검사지, 모둠별 논의과정 녹음본과 수업 녹화본을 수집하여 분석하였다. 연구 결과, 과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업은 초등학교 학생들의 과학 읽기 능력의 향상에 효과가 있었다. 과학 읽기 능력 검사 결과, 총점 및 3개 하위 요소 모두에서 실험집단은 비교집단보다 통계적으로 유의미하게 높게 나타났으며, 특히 높은 수준의 인지 과정에 속하는 '성찰 및 평가'와 '통합 및 해석'이 큰 비율로 증가하였다. 학생들은 이 수업에서 교사가 제시한 자료를 읽고 읽은 내용을 바탕으로 논의에 참여하며, 읽은 내용과 읽기 과정에 대한 반성을 하게 된다. 이러한 과정에서 학생들의 과학 읽기 능력이 향상된 것으로 보인다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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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.

• 대한안전경영과학회지
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• 제12권1호
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• pp.27-33
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• 2010

This study surveyed the reading discomforts and the reasons for discomfortable reading of the safety and health information (texts and icons) presented on the agricultural vehicles/machines, pesticides, fertilizers, and feeds. Eighty seven people residing in rural area participated in the survey interview. Questionnaire survey showed that the most discomfortable product in reading the texts was pesticides. Forty three (49%) among participants had very-discomfortable or discomfortable in reading the texts used in the label of pesticides, and the main reason for the discomfort was small text size. The reading discomforts in reading the texts (varied from 4 point to 19 point and presented in 50 cm reading distance) showed different pattern according to the age groups. Three age groups (50s, 60s and older than 70s) showed a similar discomfort pattern, but different from the group of 30s and 40s. Forty four people (51%) had a problem in understanding the meaning of the icons and the main reasons were the small size and the difficulty in inferring the meaning of the icons. Thus, the more detailed and practical guidelines for the presentation format, particularly about the text heights and the size of icons, are required. Also, more comprehensive research is needed to investigate the readability and legibility of texts and icons.