• Journal of the Korean Data and Information Science Society
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• v.23 no.3
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• pp.447-455
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• 2012

The purpose of this study is to examine the effect of reading development program on reading comprehension using meta-analysis method. The authors synthesized 70 studies regarding reading comprehension conducted during 2001 through 2011. The analyses revealed that 1) the average effect size of the reading development program yielded.763, which is regarded considerably large, 2) the effect size of elementary school group was the biggest, 1.030. There were statistically significant differences amongst school levels, 3) the average effect size of published journal articles was 1.250, which is statistically significantly larger than that of dissertation's.700, 4) regarding the methods to measure the effect of reading comprehension, the effect size of reading method was larger, and 5) the effect size of Korean reading development program was statistically larger than that of English reading development program. This study has limitation as it didn't include unpublished manuscripts, conference presentations, and the like, however this study is meaningful in terms that it tried to draw integrated conclusion about the effect of reading development programs using meta-analysis.

• Journal of the Korean Home Economics Association
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• v.43 no.6 s.208
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• pp.1-12
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• 2005

This research analyzed the effect of activity-centered reading band on Korean fairy tales on children's reading attitude and comprehension. The reading altitude of the experimental-group children exhibited more meaningful change in such subordinate areas as academic reading attitude. The academic reading attitude of the male experimental-group had higher improvement than that of the female experimental-group. In addition, the reading comprehension scores of the experimental-group children were higher than those of the control-group children. The reading program effects on reading comprehension were more meaningful in girls in the experimental group than boys in the group. Therefore, the results of this study have demonstrated the necessity of the development and application of a Korean fairy tales program for reading and an activity-centered reading program.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.301-319
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• 2008

This study investigated the effectiveness of reading intervention on at-risk readers from first through third grade. The 34 children below the 20th percentile on an oral reading fluency test participated in the reading intervention program for 15 weeks. They received small group instruction in one 40-minute session per week. Data were analyzed with one-way ANOVA, paired t-test and effect size for individual cases. Upon completion of the intervention, at-risk first graders showed significantly higher performance in print concept, word recognition, oral reading fluency and reading comprehension. The at-risk second and third graders improved only in oral reading fluency. Most of children who received the intervention demonstrated a large effect in oral reading fluency.

• The Korean Journal of Community Living Science
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• v.25 no.4
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• pp.619-628
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• 2014

This study analyzes whether children's independent picture book reading affects their reading activities and whether the mother-child interaction during this reading improves their reading activities. The study provides basic data and policy implications for developing children's reading ability. Data were collected from a sample of 192 children aged 4 and 5 in Seoul and Anseong, where a survey of their mothers as well as their nursery school teachers was conducted. Variables of interest were analyzed through a correlation analysis and a hierarchical regression analysis, First, children's reading recognized by their mothers was bipolarized as "very high" or "very low". Second, children's reading activity had a significant positive relationship with independent reading, indicating that children active in independent reading were likely to develop their, reading ability. Third, in addition to independent reading, the mother-child interaction had a significant positive effect on children's-reading ability, indicating the importance of the mother's role in developing the child's reading ability.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.235-253
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• 2016

The purpose of this study is to investigate the effect of reading education program for high school on students' self-esteem and reading attitude and satisfaction of students through the whole reading education process. The program that consists of 10 classes was developed and reading education was conducted. Through analysis of pre-post variance in self-esteem and reading attitude, effects of reading education has been proved. Also, satisfaction as evaluation about the whole reading education process was surveyed. As a result, it was found that reading education that uses program based on board game affects high school students' self-esteem and reading attitude, enhances reading attitude and promotes reading motivation.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.47-62
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• 2006

The purpose of this study is to identify reading effect of e-book versus printed book. For this purpose, 8 elementary school students participated in the reading project. The participants of this project read 'A'(printed book) and 'B'(e-book) literary works and were tested reading comprehension. According to conclusion of the study, there is no difference between printed book and e-book on reading effect. It is expected that this result can be used for e-library management and reading education.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.169-191
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• 2014

The purpose of this study is to check the educational influence and accountability of school library and to derive implications for the improvement of public education, using raw data of OECD PISA 2009. To do this, the reading achievement as well as questionnaire of 4,989 Korean students' data in OECD PISA 2009 were used. It analyzed how the visit of library can affect reading achievement, reading attitude and behavioral through structural equation modeling method. The results were as follows. The library use factor is a cause-effect relationship among reading achievement, reading attitude and behavioral factors. In addition, the reading attitude is a cause-effect relationship between reading behavior factor and reading achievement. In the part of reading behavior is a cause-effect relationship reading achievement. In the results of applying this causal relationship of whole population, in some individual cases, they are activated as moderating variable.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.1
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• pp.195-214
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• 2012

The purpose of this study is to investigate on the effect of the elderly reading education activity for the children in local child care center. For this study, the data was collected, based on questionnaires by children who participated in the elderly reading assistant education activity program in 14 local child centers. And The study employs a survey observation of reading guidance lesson and individual interviews with the workers at the local child care center. As a result, this shows that the elderly reading guidance activity effects on draws children' interest in reading effectively, and that the workers' opinions about the elderly reading education activity are positive.

• Phonetics and Speech Sciences
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• v.6 no.4
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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.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.4
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• pp.139-160
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• 2017

The purpose of this study is to find out the influence of reading role model (parents, teachers, and friends) and reading effectiveness (reading satisfaction, willingness to persistent reading, immersed reading) reflected on middle school students' academic achievement (Korean Language performance and middle school record). As a result of the analysis, the factors affecting the performance of Korean Language were father (1.9%) and mother (3.4%) among reading role models. Among reading effectiveness factors, willingness to persistent reading (8%) was the only effective factor. In the case of the middle school record, the mother (3.4%) had the only effect among the reading role models, and reading effectiveness was influenced all factors such willingness to persistent reading (10.4%), immersed reading (4.0%) and reading satisfaction (1.9%). However, except for the factor willingness to persistent reading, the it found the influence was insignificant.