• Journal of Korean Library and Information Science Society
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• v.42 no.1
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• pp.299-324
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• 2011

This study focuses on whether early childhood education institutes operate libraries and find out if those environments are suitable for reading, and to investigate on educations on reading by utilizing libraries and how it's perceived by surveying and analyzing. As a result, it was found that there were higher rate of institutions with active libraries and as for the reasons for needing an assigned librarian were found to be in the order of 'to educate young children for reading' and 'for the systematic management of books'. Points of necessity for the efficient reading education was found to be 'establishing of staff system with professional knowledge' and 'development of reading education programs.'

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.19-31
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• 1992

The purpose of this study was (1) to construct 'easy-to-read' books and (2) to investigate the effect of 'easy-to-read' books on young children's independent reading, the subjects were twenty six three and four-year-old children who attended a Saemaul murery school in Irk, chullapuk-do. The subjects were randomly assigned to and of two storybook reading conditions: in the first condition. subjects were encouraged to read traditional storybooks and in the second condition, subjects were encouraged to read 'easy-to-read' books. The paired t-test and the Student's t-test were employed to analyze the data. The results showed that subjects in both groups attempted to read more frequently in the post-test than in the pre-test. Subject in the 'easy-to-read' condition attempted to read more frequently on the post test than subjects in the traditional book condition.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.59-72
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• 2005

This study used secondary data of the Illinois Subsidized Guardianship Waiver Demonstration, Chicago Public Schools and administrative data of the Illinois Department of Child and Family Services. Multiple regression analysis was the main statistical method. Results revealed a positive effect of foster parents' expectations on educational achievement of foster children without disabilities. Among types of educational involvement, 'direct educational activities' showed a positive effect on math and 'supervision reported by children' showed a positive effect on reading achievement. Among indices of the quality of relationship: the presence of kinship ties, permanence achievement, and level of affection between foster parents and children, only level of affection had a significant positive association with both math and reading achievement.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.21-42
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• 2009

The purpose of this study was to examine the effects of reading and discussion activities on children's self-esteem in a social welfare center called 'Gongbubang.' A reading/discussion program was constructed to serve the purpose of the study and suit the selected children by referring to earlier studies that found reading programs were effective at boosting the self-esteem of elementary schoolers. The subjects in this study were 21 children in 'HaedamGongbubang', a general social welfare center located in an urban region in South Gyeongsang Province. Out of them, 12 children who involved four boys and eight girls were selected as an experimental group, and nine who included five boys and four girls were grouped into a control group. The reading/discussion program was implemented in eight sessions during a four-week period of time from September 23 to October 15, 2009, twice a week, 50 to 55 minutes each. The instrument used in this study was Yoon Hyang-mi(2008)'s Self-Esteem Inventory, and the collected data were analyzed with a SPSS 12.0 program. The major findings of the study were as follows: First, the reading and discussion activities had an effect on bolstering the general self, social self and academic self of the children in the Gongbubang, a social welfare center. Second, the reading and discussion activities were effective at improving the general self and academic self of the school boys in the Gongbubang, a social welfare center. Third, the reading and discussion activities had an effect on fostering the social self and academic self of the school girls in the Gongbubang, a social welfare center. The findings of the study illustrated that the reading and discussion activities had an effect on furthering the self-esteem of the children in the Gongbubang, a social welfare center, and those activities are expected to be conducive to the self-esteem of children in Gongbubangs, which are social welfare centers.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.393-402
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• 2014

This study aims to testify the effect of reading and writing abilities improvement program for elementary school children from multicultural families. Methods: The research design used in this study was a non-equivalent control group pretest-posttest research design. The participants were divided into two groups, an experimental group(n=9) and a control group(n=8). Data were analysed by using Mann-Whinety U test, Wilcoxon Signed Ranks, Cohen's d with SPSS(PASW)18.0 program. Result: Significant differences were found in scores for reading ability (z=-2.668, p=.008, ES(d)=0.6) and writing ability (z=-2.670, p=.008, ES(d)=0.5) in experimental group. Conclusion: The results indicate that the reading and writing abilities improvement program should be used with elementary school children of multicultural families to help them and to improve their reading and writing abilities.

• Child Studies in Asia-Pacific Contexts
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• v.5 no.2
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• pp.95-105
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• 2015

We developed a test of English silent word reading, following work by Mather, Hammill, Allen and Roberts (2004) and Bell, McCallum, Krik, Fuller, and McCane-Bowling (2007), in order to tap Hong Kong Chinese children's reading of English as a foreign language. We created one subtest of individual word reading and another of word reading contextualized within sentences; together, these tests require no more than 10 minutes for administration. In Study 1, we administered the entire test to 552 second grade Hong Kong Chinese children between the ages of 70 and 121 months old, from five different primary schools. The association between the subtests of English silent word reading and contextual reading was positively correlated (.78). In Study 2, 77 Hong Kong Chinese second graders were tested on our newly developed English silent word reading test, together with non-verbal IQ, an English word reading and a Chinese character recognition test (both read aloud). With age and non-verbal IQ statistically controlled, there was a significant correlation between English silent word reading and the more standard English word reading, read aloud, (.78); the association between English silent word reading and Chinese character recognition was also positively correlated (.49). This newly created test is a quick and reliable measure, suitable for both educators and researchers to use to identify poor readers who learn English as a foreign or second language.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.277-297
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• 2013

The present study was designed to examine fathers' awareness and practice of picture book reading with toddlers. The subjects were 221 fathers who have toddlers, and the data collected by questionnaires were analysed by mean and standard deviation, and frequency analysis. As a result, approximately 59% of fathers stated that it is essential to read to their children who are 12 month old or less, and 36% of fathers answered that they read books as much as their children wanted. The majority considered the emotional aspect of picture book reading as being significant. Also, nearly half (46%) of the fathers read books to their children 1-2 times per week, and 37% of them spent 6-10 minutes at a time reading books. While reading books, 60% of the fathers explained text and pictures to their children and a fourth of the fathers answered their children's questions. Also, while reading books, fathers tried to accept their toddlers' responses positively. However, they did not have much time to read books to their children and had little knowledge on how to read books to infants. Further research and education programs on picture book reading for fathers are needed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.65-82
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• 2015

This study tries to discuss the problems of reading education based on the theory of multiple intelligences and after reading activity. For the theory of multiple intelligences, Dr. Howard Gardner asserted eight types of multiple intelligences under the presupposition the anyone had infinite ability. He analyzed and applied reading education by types of multiple intelligences and proposed a new program for the reading education aiming to evenly promote children's various intelligences and heighten their creativities. The purpose of the new program is to have children throw away the idea that they should perfect their resultants in reading education time, develop their own strong intelligences through various experiences and processes and complement their lacking abilities. To prove the validity of the program I made FGI (Focus Group Interview) to the sample group consisting of child reading education experts. Analyzing the interview showed that the general idea of the group corresponded to the researcher's expectation effect. I see that reading education has one-dimensionally developed significance if it enables all the children of the present and the future not to have the oppressive feeling that they should produce masterpieces in reading education but to take pleasure in the activities and improve their own abilities.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.109-131
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• 2012

The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.

• Korean Journal of Community Nutrition
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• v.12 no.2
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• pp.168-177
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• 2007

The purpose of this study was to improve the dietary attitudes of elementary students through nutrition labeling education. A class of fifth-grade elementary students was selected and educated for basic nutrition and reading of nutrition labeling for 8 weeks by using education materials from the KFDA. After the education, the children were subjected for the practice of reading nutrition labeling during winter vacation, and the changes in their dietary attitudes and practice were measured by using questionnaires for children and their parents along with measuring physical changes. The results were as follows: The level of nutritional knowledge was improved significantly after the education (p < 0.05). Nutrition labeling education Increased the children's frequency of reading nutrition labeling from 34.2% to 57.9% while purchasing processed foods (p < 0.05), and 92.1% of the children answered that their dietary attitudes improved by nutrition labeling education. However, no improvement in physical measurements was observed after education. This result suggested that 8-week of education were not enough to show the improvement in physical measurements, and long-term and repeated education is necessary. After the education, most children answered that they recognized the benefit of reading nutrition labeling and they would read the nutrition labeling when purchasing processed foods. Parents also recognized the necessity of nutrition labeling education in school and suggested the need of nutrition labeling be easy to read. The above results suggested that nutrition labeling education is an effective way for improving dietary attitudes of children.