• Journal of Korean Library and Information Science Society
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• v.42 no.3
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• pp.127-148
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• 2011

Recognizing the need for the nation-wide reading initiative to promote reading activities of the whole nation, this study was conducted to provide the foundation for planning the National Year of Reading in Korea. It reviewed the details on the administration, budget, cooperation, promotion, program and implementation strategy of the National Year of Reading in the U. K., Japan, and Australia. To investigate the nation's perception of reading and the nation-wide reading initiative, a focus group interview with 13 professionals in reading and a survey partaken by 719 citizens were conducted. This study provides the foundation for establishing the implementation strategy for the National Year of Reading by examining people's perception and the specific requirements for implementing the initiative.

• Journal of Families and Better Life
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• v.26 no.4
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• pp.41-54
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• 2008

The purpose of this study was to investigate predictors concerning preschoolers' ability to read words, in terms of their sub-skills of alphabet knowledge, phonological awareness, and phonological processing. Fourteen literacy sub-tests and three types of reading tasks were administered to 289 kindergartners aged 4 to 6 in Busan. The main results are as follows. Sub-skills that predicted reading ability varied with children's age. Irrespective of children's age groups, knowledge of consonant names and digit naming speed commonly explained the reading of real words. In contrast, skills of syllable deletion and phoneme substitution and knowledge of alphabet composition principles were related to only 4-year-olds' reading skills. Exclusively included was digit memory in predicting 5-year-olds' reading abilities, and knowledge of vowel sounds in 6-year-olds' reading skills. The type of reading task also influenced reading ability. A few common variables such as knowledge of consonant names and vowel sounds, digit naming speed, and phoneme substitution skill explained all types of word reading. Syllable counting skills, however, had predictive value only for the reading of real words. Phoneme insertion skills and digit memory had predictive value for the reading of pseudo words and low frequency letters. Likewise, knowledge of consonant sounds and vowel stroke-adding principles were significant only for the reading of low frequency letters.

• Korean Journal of Child Studies
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• v.21 no.3
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• pp.119-131
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• 2000

Three levels(high, medium, low) of maternal language were used to examine the ways in which mothers interact with their children while reading together. Eighty pairs of mothers and their children were observed in their homes. Findings were that mothers made increased use of high level language with increase in children's age and IQ. Mothers' use of high level language was greater for 6-year-olds than for 5-year-olds and use of low level language was greater for 5-year-olds than for 6-year-olds. The more educated mothers used a higher level of language while less educated mothers used a lower level of language. Mothers' use of low level language predicted lower reading ability in children.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.125-138
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• 1999

This study explored mother-infant interactions during reading of picture books with and without printed words. The interactions of 40 mother-infant dyads(??) were video-taped while mothers read the books aloud to their 1- or 2-year-old child at home. When reading the books with words, mothers used more "where" questions and gave more feedback to the non-verbal behavior of the infants. Mothers gave more labels, descriptions, predictions, and "what", "function/activity" questions when reading the wordless book. The infants used more nonverbal answers reading the book with words. The mothers of the 2-year-olds used more "what", "function/activity" questions, and gave feedback to their verbal behaviors. The 2-year-olds used more imitation, verbal answers, and comments. For the mothers of the 2-year-olds, the interaction with the wordless book led to more attention-recruiting and bridging. For the children, however, reading the wordless book led to more labels, questions, and comments.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.107-127
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• 2013

The purpose of this study was to investigate the differences in children's reading abilities of environmental print and phonological awareness by children's age and the relationship between children's reading abilities of environmental print and phonological awareness. The subjects were 90 children, 3 to 4 years of age. The Children's Reading Abilities of Environmental Print Scale (CRAEPS) developed by Son (2012) and Phonological Awareness Scale (PAS) revised by Choi (2007) were used to measure children's reading ability of environmental prints and phonological awareness. The results of this study were as follows: Firstly, 4-year-olds performed significantly better than 3-year-olds on the environmental print reading tasks. Also, 4 year-olds scored significantly higher than 3-year-olds in syllable counting, syllable deletion, and phoneme substitution. Secondly, children's scores on the environmental print reading tasks were positively correlated with phonological awareness. In other words, the 3-year-olds who could read environmental prints better got higher scores in syllable counting and the 4-year-olds who could read environmental prints better got higher scores in syllable counting, syllable deletion, and phoneme substitution.

• Korean Journal of Child Studies
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• v.24 no.5
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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.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.133-147
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• 2017

Objective: The purpose of this study was to examine the differences between mothers' and grand mothers' picture book reading behavior with children of ages 2 and 4. Methods: Participants were twenty 2 year olds and their mothers/grandmothers as well as twenty 4 year olds and their mothers/grandmothers. Forty pairs of children/mothers and children/grandmothers, respectively, were videotaped as they shared reading a picture book together. Data were analyzed with descriptive statistics, mean, standard deviation, and two-way ANOVA test. Results: Results indicated that mothers' and grandmothers' picture book reading behaviors were significantly different in verbal behavior. Mothers performed more explanation and questioning, while grandmothers performed more limitation, directing, and correcting. As far as non-verbal behavior is concerned, mothers used more physicalgestures, pointing, descriptive gestures, and imitative gestures, whereas grandmothers requested certain actions. Conclusion/Implications: These findings have implications for the importance of the mothers'/grandmothers' roles in shared picture book reading with the child.

• Child Studies in Asia-Pacific Contexts
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• v.4 no.1
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• pp.47-63
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• 2014

The purpose of this study was to develop a screening test for children at risk of reading underachievement and to investigate the effectiveness of the early-stage intervention program. In the first part of the study, we recruited 155 elementary first grade students for a screening test. Phonological deletion, digit naming, object naming, and sound-letter correspondence knowledge of a screening test, all assessed at the beginning of the school year, predicted the reading ability at the end of the school year. In the second part of the study, we analyzed the difference in the reading ability between fourteen children who participated in the intervention program and eighteen non-participating children. Reading ability was assessed by evaluating word recognition, oral reading fluency, reading comprehension, and pseudo-word recognition. The reading ability of intervention group improved more compared to control group, and the difference between two groups accentuated over time. However, final analysis conducted in November revealed that two groups did not differ significantly in oral reading fluency. This suggests that, unlike word recognition and comprehension, fluency might not dramatically improve in a short period.

• Human Ecology Research
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• v.53 no.2
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• pp.119-130
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• 2015

In this study, we examined the effects of a mother's reading motivation on the home literacy environment. Seven hundred fifty-seven mothers with three to five year old children participated in this study and completed the Adult Motivation for Reading Scale and the Home Literacy Environment Questionnaire. The subcategories of the Adult Motivation for Reading Scale are "reading as part of self," "reading efficacy," "reading for recognition," and "reading to do well in other realms." The Home Literacy Environment Questionnaire has three subcategories, namely reading books, reading behavior and modeling of parents, and literacy learning. The mean, standard deviation, one-way analysis of variance (ANOVA), and hierarchical multiple regression analysis were used to analyze the data. The results showed that (1) the home literacy environment was significantly different depending on the mother's education and family income levels, (2) the mother's reading motivation also differed significantly depending on the mother's education and family income levels, and (3) the mother's reading motivation has a significant explanatory effect on the home literacy environment. In addition, the mothers falling into the reading motivation subcategories of "reading part of self" or "reading to do well in other realms" were found to enrich their home literacy environment. Therefore, this study demonstrates that the mother's reading motivation is an important factor affecting the home literacy environment.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.911-919
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• 2022

In this paper, we analyzed to find out the effects of phonological awareness game using teacher assisted robot on 5-year-old children's reading ability and reading interest. A total of 30 5-year-old children were equally divided into two groups: the experimental group and the control group. The experimental group conducted a total of 16 game activities using an educational robot twice a week for three weeks, the control group conducted the same 16 game activities without the robot during the same period. The results are as follows. Firstly, the experimental group was better in reading ability than that of the control group, especially total scores, word meaning, omission, and replacement. Secondly, the experimental group showed more interest in reading than the control group. From these findings, it can be suggested that phonological awareness games using the educational robot lay foundation to developing and enhancing on 5-year-old children's reading abilities and interest in reading.