• Korean Journal of Child Studies
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• v.26 no.1
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• pp.15-29
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• 2005

This study investigated 2- and 3-year-olds' story comprehension by story structure, Sixty-eight children from day-care centers in Seoul and Kyunggi province were tested story comprehension about causal, noncausal, discontinuous story presented by pictures. Story comprehension included literal, inferential, & empathic comprehension, Data were analysed by ANOVA(repeated measure) and t-test. The result showed that 3-year-olds scored higher in literal and inferential comprehension than 2-year-olds. Children's story comprehension(literal, inferential, & empathic) scores were higher in causal structure than discontinuous and noncausal structure.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.227-240
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• 2001

This review examined trends in research on the assessment of Korean children's story comprehension. Specific areas that were analyzed included types of questions asked in the assessment and variables treated as relevant to the assessment of story comprehension. Literal, inferential, and critical questions were identified. Among the 33 studies reviewed, 20 used all 3 types of questions, the other 13 used only literal questions. The studies using only literal questions interpreted comprehension of a story as "comprehension of letters and/or components of a story." The other studies interpreted it as "comprehension of implied meaning of a story." Other relevant variables were "teaching strategies" (29 studies) and "structural components" (4 studies). None of the studies treated "children's internal variables related to story comprehension."

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.15-26
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• 2003

In this study of children's story comprehension, 157 first grade students were randomly selected from 2 elementary schools. Based on their test scores on standardized reading comprehension test, 36 children in the upper and in the lower 25th percentiles were assigned to either a high or a low reading group. Children of both groups read the same story presented either by CD-ROM or by printed-book. Story comprehension was measured by retelling the story and by questions on comprehension. Data were analyzed by 2-way ANOVA. Results showed significantly higher comprehension scores in CD-Rom compared with the printed-book group. The difference in comprehension scores between the CD-ROM and the printed-book groups was greater than in the low reading group compared with the high reading group.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.39-53
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• 2007

This study investigated the relationship between young children's comprehension and story making(narrative) by age and gender. Subjects were 109 3-, 4-, and 5-year-olds at two child care centers in K Province. Data were analyzed by two-way ANOVA and simple regression analysis. Results showed differences in comprehension between 3-, 4- and 5-year old children and differences in story making ability between 3- and 5-year-old children. Children's comprehension and story making had positive relationships. Specifically, there were significant relationships with children's comprehension and story construct concept, sentence structure level, language(vocabulary and sentence structure). In sum, the results of this study reveal that young children's comprehension ability is partially related to story making ability by age.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.119-133
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• 2010

The purpose of this study was to examine how the home and classroom literacy environment affect preschool children's story comprehension. The subjects were 213 pairs of children (aged 4-5) and their mothers, and 107 classrooms. The Home Literacy Environment Rating Scale (Park & Kim, 2008), Classroom Literacy Environment Observation Scale (Kim, Kim, Im, & Lee, 2008) and the Children's Comprehension Ability Test (Jung & Kim, 2003) were used in this study. The collected data were analyzed by means of two-way ANOVA, partial correlations, Pearson correlations, hierarchical regressions. Our results indicated that preschool children's story comprehension increases when both home and classroom literacy environment are well resourced and supported. In particular, it is essential that parents spend as much time as possible reading books with their children and that teachers provide children with an amply resourced literacy environment together with appropriate activities in class geared towards story comprehension improvement.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.249-262
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• 2014

This study investigated differences in children's story comprehension as they related to the types of reading media. The participants comprised 62 four-years-olds from two child-care centers located in a middle-income region of Seoul and Gyeonggi Province. In order to control the experience effect, newly developed stories published into two formats of reading media (paperback books and electronic books) were provided to the participants. The results indicated that there were no significant differences in children's story comprehension depending on the types of reading media. Paperback book readers and electronic book readers did not show any significant difference in story comprehension, which consists of recall, recognition and reasoning tasks. As literature pertaining to children's usage of electronic books is limited, the present study offers guidelines for the development of children's reading media and may serve as a useful resource for future studies.

• Journal of the Korea Convergence Society
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• v.11 no.12
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• pp.383-390
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• 2020

The present study was conducted to examine the differences and correlations between verbal fluency and story comprehension according to the working memory(WM) capacity, and to find out what WM factors influence the linguistic competence in Alzheimer's disease(AD) and vascular dementia(VaD) groups each consisting of 15 patients. The results of their performance produced firstly significant differences in phonemic fluency, story comprehension, delayed recall and recognition task between the two groups. Further analysis shows that VaD group had significant correlations between the scores of story comprehension and the recognition test scores additionally. These findings suggest that it is possible to differentiate the two groups even by story comprehension tasks and WM. In conclusion, the clinical application of the results is likely to contribute to appropriate treatment plans and effective interventions for elderly with AD and VaD as well as to improve the classification criteria for both types of dementia.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.235-252
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• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• Korean journal of communication and information
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• v.81
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• pp.299-328
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• 2017

This study investigated news comprehension via the social media by comparing the reading of a news story on the news paper. A news story on the social media was suggested to present information in a conversational form, which differs from a traditional reporting style. To compare the different forms of news information presentation, two conditions were created: in a control condition, a news story was written in a traditional reporting form. In the experimental condition, the same news story was constructed in a conversational form. Participants were assigned randomly in one of two conditions. They read the news story and afterwards, they were asked to recall firstly, the core idea of the news story, secondly the whole news story, and finally to answer to the 10 questions that assessed how well they learned from the news story. Participants' responses were content-analyzed and produced six variables, the extent to recall the core idea, the extent to recall the whole story, the extent to recall wrong information, the extent to recall additional information, the extent to recall causally related contents in general, and finally the extent to recall causally related contents in story-specific. Analyses on the six variables revealed that the group in the news paper condition recalled more core idea, the whole story, and additional information than the group in the social media. But the news paper condition recalled less of wrong information than the group in the social media condition. Additionally, the news paper condition learned more than the group in the social media. Regarding the recall of causally related contents, the general causal relationships were recalled more in the group in the social media condition but the story specific causal relationships were recalled more in the group in the news paper condition. The findings seemingly indicated that a traditional news reporting contributes to news story comprehension more than the conversational form. Authors however added discussions and advised that the findings needed to be read under caution.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.163-175
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• 2001

This study investigated the effect on children's literacy of teacher-child discussion about the contents of storybooks. The subjects were 10 experimental and 10 control 5-year-old kindergarten children in Cheongju. The experimental design was the Split Plot design. The research instruments used for pre- and post-tests were the Vocabulary Decoding Competence Test(Lee, 1998), Writing Competence Test(Lee & Lee, 1990), Story Comprehension Competence Test(Lee, 1998; Morrow, 1990), and the Emergent Reading Ability Judgements for Favorite Storybooks(Sulzby, 1985). Data were analyzed by ANOVA with repeated measures. Results showed that the teacher-child discussions about the contents of storybooks were effective for improving children's competence in decoding vocabulary, writing, and story comprehension but not for improving emergent reading ability.