• 인지과학
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• 제34권4호
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• pp.299-314
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• 2023

본 연구에서는 인쇄 매체와 디지털 매체 간 읽기 수행에 차이가 있는지 살펴보기 위해 인쇄물과 태블릿 PC에서 문단의 읽기 속도를 측정하였다. 매체의 물리적 특성이 읽기 수행에 영향을 미치는지 살펴보기 위해 인쇄 매체와 디지털 매체 간 글의 포맷을 최대한 동일하게 하였다. 또한 문단을 구성하고 있는 문장 길이에 따라 매체 간 읽기 수행 차이가 다르게 나타나는지 살펴보기 위해 동일한 내용을 긴 문장으로 구성한 조건과 짧은 문장으로 구성한 조건을 비교하였다. 추가적으로 참가자의 작업기억 용량에 따라 읽기 수행에서 차이가 있는지 살펴보기 위해 읽기폭 수준에 따른 읽기 속도를 분석하였다. 연구 결과, 디지털 매체로 읽을 때보다 인쇄 매체로 읽을 때 읽기 속도는 더 빠른 것으로 나타났으나, 문단을 구성하고 있는 문장의 길이에 따라서는 읽기 속도에 차이가 없었다. 읽기폭이 큰 참가자가 읽기폭이 작은 참가자에 비해 읽기 속도가 빠른 것으로 나타났으며, 읽기폭이 큰 참가자는 긴 문장으로 된 문단을 디지털 매체보다 인쇄 매체로 더 빠르게 읽는 것으로 나타났다. 본 연구의 결과는 태블릿 PC가 유발하는 시각 피로도와 참가자의 작업기억 용량이 읽기 속도에 영향을 미칠 수 있음을 시사한다.

• 영어어문교육
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• 제15권4호
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• pp.217-235
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• 2009

This study aimed to explore how the Korean university students' reading motivation is related to their English (L2) reading behavior. The construct of the students' Korean (L1) and L2 reading motivation was investigated with the data obtained through the questionnaire from 120 sophomore students. A factor analysis was conducted to extract the major factors of motivation and determine the interrelationship among items in the questionnaire. As a result, 6 factors were extracted: Intrinsic Motivation for English Reading, Extrinsic Motivation 1 (Immediate Goal Orientedness), Extrinsic Motivation 2 (Integrative Orientation), Importance of L1 Reading, Intrinsic Motivation toward L1 reading, and Importance of L2 Reading Skill. The interrelatedness between the assessment results on the L2 reading behavior (reading amount, time and speed) and motivation factors was measured by correlation coefficients. It was found that Intrinsic Motivation toward English Reading was significantly related to the students' reading amount and Intrinsic Motivation toward Korean Reading had positive association with the students' reading time with statistical significance. Other factors did not show significant correlation with the students' reading behavior. In addition, the students' reading speed was significantly related to their reading amount as well, while reading time did not affect the speed gain.

• 영어어문교육
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• 제13권1호
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• pp.181-210
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• 2007

This study is to suggest systematic and effective reading comprehension techniques or strategies to be used in EFL reading classes. According to the definition of reading and reading process, six essential elements of reading comprehension are categorized: 1) reading speed; 2) skimming and scanning; 3) logical organization; 4) pleasure reading; 5) vocabulary; 6) cultural background and world knowledge. To present a more effective teaching and learning approach to EFL reading comprehension than ever, an experiment was performed. The hypothesis of the experimental study was that there would be a difference in students' reading speed as well as reading comprehension and vocabulary between an experimental group and a control group depending upon the teaching approaches (experimental vs. traditional). The result of the study indicates that the experimental teaching approach which intensifies speed reading and pleasure reading techniques as well as 4 other essential techniques of reading comprehension is more effective than the traditional one in teaching and learning reading comprehension.

• 한국안광학회지
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• 제16권3호
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• pp.333-338
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• 2011

Purpose: The aim of this study was to investigate eye dominance and reading performance based on eye movements and reading speed. Methods: The eye dominance of 30 subjects was determined using the sighting test (hole formed by hands). The subjects were asked to read the numerical reading material aloud in English from left to right and from right to left at random. The number of saccades, regressions, and inter-fixations per minute was calculated using Visual-Oculography (VOG) and the reading speed was recorded as number of characters per minute using stopwatch. Results: No significant differences in reading speed among right and left eye dominant subjects as they read from left to right and right to left directions (p>0.05). However, left eye dominant subjects were found to read significantly faster compared to right eye dominant subjects in both directions of reading (p<0.05). In term of eye movement patterns, no significant differences in saccades, regressions, and inter-fixations per minute were found between subjects with right eye dominance and left eye dominance for both reading directions (p>0.05). Conclusions: Reading performance in term of eye movement and speed was not affected by eye dominance, but subjects with left eye dominance read faster than subjects with right eye dominance.

• 영어어문교육
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• 제17권3호
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• pp.57-71
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• 2011

The purpose of this study is to investigate the possibility of the use of reading aloud as a way of teaching English reading in a formal college-level English reading classroom. The study tried to examine the effects of reading aloud on the development of English reading ability in terms of comprehension and speed and the students' perceptions of the use of reading aloud in an English reading classroom. The participants of the study were 36 third year students at a college. The results of the cloze test and reading speed test showed that reading aloud had a positive effect on the improvement of English reading ability. The students received higher scores in the cloze test after the course and read a text faster than before the course. The analysis of the course evaluation questionnaire indicated that the students in the study showed positive attitudes toward the use of reading aloud in an English reading classroom. Most of the students reported that reading aloud was an effective way of improving their English reading comprehension and speed. However, the students were not fully satisfied with the reading materials used in the study. The results of the present study indicated that reading aloud may be incorporated into a formal English reading classroom effectively.

• 대한인간공학회지
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• 제32권5호
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• pp.449-457
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• 2013

Objective: The aim of this study is to investigate the effect of Hangul font on reading speed when texts are displayed on the computer screen. Background: Reading performance is influenced by fonts. However, there are few studies of Hangul font from a cognitive perspective. Fonts could affect reading performance directly and indirectly, interacting with other visual-perceptual factors such as size, word spacing, and line spacing. Method: In experiment 1, two variables were manipulated; a frame condition(square frame non-square frame) and a stroke condition(serif sans-serif). According to each condition, one of the four fonts was applied to the texts. The height of the four fonts was controlled. The participants were asked to read aloud the presented texts. In experiment 2, the non-square frame fonts were adjusted to have approximately the same size, width, letter spacing, and word spacing as the square frame fonts. The experimental design and task used in experiment 2 were identical with experiment 1. Results: In general, reading speed was faster in the square frame fonts than in the non-square frame fonts. The reading speed was not significantly different across stroke conditions. Conclusion: The frame of Hangul font significantly influenced reading speed. These results suggest that the type of Hangul font is a factor to affect reading performance. Application: The frame of fonts should be considered in designing of new fonts. The square frame fonts should be the preferred choice to enhance legibility.

• 한국안광학회지
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• 제20권3호
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• pp.369-375
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• 2015

목적: 본 연구에서는 종이책 독서 시 바탕색에 따른 읽기속도와 순목횟수의 변화를 측정하고 이들의 상관관계를 알아보고자 하였다. 방법: 본 연구목적에 동의하고 안질환 및 안과적 수술경험이 없으며, 양안시가 가능한 성인 29명(남10, 여19)의 대상에게 백색, 적색, 녹색 및 청색바탕에 검은색 글씨로 구성되어 있는 소설을 각각 15분 동안 읽게 하였다. 독서 시 장당 읽기속도와 순목횟수를 측정하고 각 바탕색 별로 분석하였다. 결과: 바탕색에 따른 장당 읽기속도는 백색과 녹색바탕에서는 독서시간이 경과함에 따라 빨라지는 경향을 보였으나, 청색바탕에서는 거의 변화가 없었으며, 적색바탕에서는 오히려 느려짐을 알 수 있었다. 반면, 장당 순목횟수는 모든 바탕색에서 독서시간이 경과함에 따라 감소하는 경향을 나타냈으나 적색바탕에서의 감소가 가장 적었다. 모든 바탕색에서 순목횟수가 감소할수록 읽기속도는 증가하는 상관관계를 보였으며, 녹색바탕의 경우 가장 높은 상관관계를 나타내었다. 결론: 본 연구결과 동일한 조절 및 폭주요구량을 가지는 거리에서의 독서 시 순목횟수가 감소할수록 읽기속도는 빨라지는 상관관계를 가짐을 확인하였으나 주 파장에 따라 순목횟수와 읽기속도의 변화는 달라짐을 알 수 있었다. 이는 근업 시 주 파장의 차이에 따라 작업의 속도와 시각피로도가 달라질 수 있음을 의미하므로 요구되는 인지의 종류에 따라 작업환경과 조건의 조정이 이루어져야 함을 제안할 수 있다.

• Journal of the Korean Data and Information Science Society
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• 제18권3호
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• pp.679-688
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• 2007

We select the 'rapid reading and comprehension method' to promote the reading skill, and want to apply it to students to study how their reading speed and comprehension improves. For this purpose, in this paper, we define reading as an accurate and quick ability to process information, and the object of this research is to verify a scheme to improve the reading skill, which is called the 'rapid reading and comprehension method - reading based on this method means fast reading as well as an accurate understanding which increases the amount of information received'. For data collection, we selected four primary school in the Kimje city. We found out validation the effective improvement of the reading ability by the 'rapid reading and comprehension method program'. The students' reading speed was enhanced by the rapid reading training and the comprehension ability increased as well.

• 가정과삶의질연구
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• 제26권4호
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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.

• 영어어문교육
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• 제10권2호
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• pp.43-65
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• 2004

In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language. As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time. This research aims at developing the Powerpoint program for progressive reading by the sense group according to the student's level. In this program, as for methodology, the technique of rooking it fade-away is introduced to force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.