• Journal of Korean Library and Information Science Society
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• v.23
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• pp.29-77
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• 1995

The purpose of this study is to investigate the effectiveness and value of reading, the role of reading for character building and reading education for the character building instruction. A great book can change a person's life and future. Especially, reading in the juvenile period is important because of their intellectual curiosity and sensitivity. The results of the study were as follows. (1) In order to solve the problem of the dehumanization, and the confusion of the sense of value among young adults, we should enrich and cultivate the character of young adults through the reading education. (2) The effects of reading for personality are verbal effects, experimental effects, cultural effects, reformational effects and recreational effects etc. (3) The value of reading in the past were inspiration, information and recreation. But, in recent times, the interest in therapeutic value of reading is increasing. The theraputic value of reading is identification, catharsis and insights of one's problem through the character in the works. (4) The role of reading for the character building are the assistance of self-realization, the promotion of self-regulation and the assistance of self-understanding. (5) Psychological needs causing reading activity are the desire to escape from reality, better socialization, recreation and pleasure. (6) The mechanism of character building through the reading are the enlargement of experience, better adjustment to the environment and the society. (7) Reading education for the solution of developmental tasks of the young adults is important. The standard reading lists of Japan Reading Society, the list compiled by Lee Kyung-Sik and the list of Park Yong Doo are the example of the selected reading list for the solution of developmental tasks.

• The Journal of Industrial Distribution & Business
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• v.11 no.5
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• pp.17-26
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• 2020

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• International Journal of Contents
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• v.10 no.2
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• pp.59-66
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• 2014

The Purpose of this study is to examine the effects of the Smart reading program, Smartree, in an elementary English class. Recently in Korea, the use of smart technologies in education has become an issue with the introduction of a new educational platform and increased social interaction between teachers and students. The Smart learning paradigm is converging with technology and social learning. This study examines an English reading method using smart technology and how it affects the improvement of elementary students' reading ability, we also suggest effective reading methods related to Smart learning suitable for this new educational trend. The results showed that the use of a tablet PC based Smartree reading program had meaningful effects on both improvements of cognitive reading ability and changes in affective attitude.

• Journal of the Korean Society for information Management
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• v.36 no.3
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• pp.37-60
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• 2019

In this study, the effects of reading strategy, which is a combination of reading methods on high school students' reading ability were investigated using action research methodology in order to provide practical support in educational fields. Also, the effects of reading strategies on adolescents' reading attitudes and the correlation between text comprehension and change of reading attitudes were investigated. This study is unique for its adoption of reading method combinations as reading strategies to enhance the effectiveness of reading in terms of text comprehension. Also, this study is meaningful in dealing with the cognitive abilities of high school students.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.195-214
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• 2006

This study examines the effects of Internet-based English practice on listening and reading. Out of a total of 16 students who took part in pre- and post-tests, 11 who had frequently practiced listening and reading on the Internet showed greater improvement in these skills than the 5 who had practiced less. The findings also suggest that summarization of listening and reading on the Internet was useful as it made students concentrate specifically on the content. This study suggests that English language teachers use a bulletin board to complement the use of Internet sites for listening and reading practice outside of the classroom in an EFL context.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.1-22
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• 2007

The study examined the effects of explicit derivational morphology instruction (henceforth DMI) on the incidental vocabulary acquisition and reading comprehension of 132 Korean 1st-year high school students who responded to a battery of tests (two vocabulary tests and a reading comprehension test). Multiple statistical tools were used to analyze the data: Analysis of Covariance (ANCOVA), Analysis of Variance (ANOVA), Simple Regression Analysis, Tests of Simple Main Effects, and effect size computation using Cohen's d. The results indicated that (a) DMI enhanced students' ability to infer word meanings in context, (b) DMI promoted high proficiency students' reading comprehension, whereas it impeded intermediate proficiency students' reading comprehension, (c) vocabulary knowledge has a strong positive predictive value for reading comprehension, and (d) the gaps of vocabulary knowledge across proficiency levels were still substantial, despite the observation that DMI promoted students' vocabulary acquisition. These results have a bearing on English as Foreign Language (EFL) reading pedagogy.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.339-357
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• 2010

In this study we examined the context effects in reading Hangul (Korean alphabets) in normal and low vision, using the two different reading techniques, self-paced reading (Experiment 1) and rapid serial visual presentation (Experiment 2). We compared the reading speed of participants with normal or low vision in sentences vs. randomly ordered words. The results from both experiments showed that the reading speed of participants with low vision slowed significantly relative to those with normal vision. However, the patterns in the size of context effects were different in the two experiments. The context effects were larger in low vision than in normal vision in self-paced reading, but they were smaller in low vision than in normal vision in RSVP. This result indicates that context may make a greater contribution for readers with low vision than for readers with normal vision when sufficient time is allowed to read; in contrary, its contribution is smaller for readers with low vision than for readers with normal vision when there is time limitation for reading.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.69-89
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• 2012

This paper explored the effects of extensive reading (ER) on Korean university students' L2 reading proficiency and reading rates. This study also illustrated how ER can be integrated into a university English reading class. Seventeen students who took a summer reading course participated in this study. Data were gathered through pre- and post- tests in terms of participants' reading comprehension proficiency and reading rates and post- questionnaire with regard to their attitudes toward L2 storybook reading after they have experienced it. The analysis was carried out using the Paired Samples t-test. It was revealed that ER has a positive effect on the enhancement of the participants' reading comprehension and reading rates. The participants showed their continued intention to read in English and a strong belief that persistent reading in English in the long run will help improve their English. The results of this study confirm the educational values of incorporating ER into university English reading classes. The pedagogical implications for EFL instructors are described.