• Journal of the Korean Society for Library and Information Science
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• v.41 no.4
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• pp.251-271
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• 2007

The purpose of this study is to investigate grade differences in the effect of reading methods - "oral reading" "silent reading", "intensive reading", "extensive reading" "thorough reading", "selective reading" - influences on the self-directed learning ability. The data were collected by using 12 classes of 2nd, 4th, 6th-grade, 286 children of an elementary school. The influences according to reading methods on the self-directed learning ability were surveyed through the self-directed learning ability test and through questionnaire. Out of reading methods, "intensive reading" had significant influence on the self-directed learning ability Out of reading methods of 4th and 6th-grade children, "intensive reading" had the most influence on the self-directed learning ability. However. out of reading methods of 2nd-grade children "thorough reading" had most influence on the self-directed learning ability.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.1
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• pp.33-54
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• 2007

The Purpose of this study is to investigate how the different types of reading method of contrary concept : between "oral reading" and "silent reading", between "intensive reading" and "extensive reading", between "thorough reading", "selective reading", influence on the tendency of the creative ability and the self-directed learning ability. This study was collected using 2 classes of 6th-grade 62 children of an elementary school. The influences according to reading methods on creative ability and the self-directed teaming ability analysis were as follows : "Oral reading" more than "silent reading", "intensive reading" more than "extensive reading" had a significant influence on the creative ability and the self-directed learning ability. Out of reading methods, "selective reading" and "thorough reading" had no significant influence, or had negative factors on the creative ability and the self-directed learning ability.

• Journal of Korean Library and Information Science Society
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• v.35 no.1
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• pp.155-185
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• 2004

The purpose of this study is to grope for reading education methods and searchable reading of new student of D University. This study bring forth variety event of central library, adoption of reading education subject, induction of reading certification, draw up of must book catalogue, accrediting system of reading cultural studies, reading education via media, adoption of a required subject of reading, and so on for reading education methods.

• Cross-Cultural Studies
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• v.29
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• pp.413-452
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• 2012

The purpose of this study is to examine and apply Blended Learning to Chinese reading class and give some suggestions for Chinese reading class for realizing the interactive model for reading. For learner's improvement in Chinese reading level, various teaching methods need to be applied to Chinese reading class. Among teaching methods, this article tried to apply Blened Learning in terms of interaction, because Blended Learning can follow the general trend that all of people use laptop, smartphone, etc., and also can be contribution to reading as performance in foreign language learning. As a result, Blended Learning can make learner prepare class for giving online contents, and can make teacher and learner have more chances of interaction in class for improving reading competence.

• Journal of Korean Library and Information Science Society
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• v.36 no.3
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• pp.291-312
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• 2005

The purpose of this study is to compare the reading effects of face-to-face reading discussion with those of web-based leading discussion. For doing this, 1 made experimental processes: firstly, to select two discussion methods(face-to-face and web-based) on the reading discussion, secondly to apply each of those methods to experimental groups(2 classrooms, 72 middle school students). The results were that there were no differences from both discussion methods in the understanding the book, in the performance degree on discussion process among higher level groups, but the web-based reading discussion model had an impact on the attitude degree of the reading discussion, the preference degree of reading, the attendance degree of reading discussion, and especially, in the lower level groups, the web-based reading discussion method was better for the attendance degree of leading discussion, the attitude of reading discussion than the face-to-face reading discussion.

• 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.

• Speech Sciences
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• v.10 no.2
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• pp.27-33
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• 2003

Bimodal speech recognition based on lip reading has been studied as a representative method of speech recognition under noisy environments. There are three integration methods of speech and lip modalities as like direct identification, separate identification and dominant recording. In this paper we evaluate the robustness of lip reading methods under the assumption that lip parameters are estimated with errors. We show that the dominant recording approach is more robust than other methods through lip reading experiments.

• Journal of the Korean Society for information Management
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• v.38 no.2
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• pp.129-152
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• 2021

Regardless of previous educational attempts in youth career education, there are not specific methods for reading to improve career maturity yet. This study aims to identify the reading method based on cognitive aspect which impacts career maturity and the mediation effect of self-efficacy in this process. This study tries to understand the roles of reading by applying the various reading methods suggested in the 2015 Revised National Curriculum. Data was collected through interviews and statistical analysis from a survey completed by middle school students. Findings showed that critical reading affected the decisiveness as well as the confidence of career maturity. Also, emotional reading and creative reading influenced the preparation of career maturity. Critical reading impacted all subvariables of self-efficacy - confidence, self-regulating efficacy, and task difficulty preference. Findings also showed that emotional reading affected self-regulating efficacy. Ultimately, the confidence of self-efficacy partly mediated critical reading and decisiveness. This study contributes to guiding reading instructions for practitioners and school curriculums to develop career maturity and self-efficacy.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.2
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• pp.243-263
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• 2002

The Purpose of this study is to consider the characters of reading theory in the age of Yi dynasty. Accordingly It is analyzed to the reading theory in work materials of the intellects at the age of Yi dynasty that the purpose, process and methods of reading. We have to succeed traditional reading mind that reading(learning) is life namely. Moreover We have to enlighten as to proper reading theory today. Especially we have to develop a good book lists following a grade of development what grown up spiritual mature of life.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.201-215
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• 1998

This study analyzed the contents of "Reading" textbooks for 1st-6th grades. The focus of the analysis was on philosophical thinking methods designed to help children to think for themselves. Following the analysis, methods were designed for the application of effective use of Philosophy in the elementary school curriculum. Analysis of works of children's literature in "reading" textbooks show patterns of logical, ethical and creative thinking. Therefore, "reading" textbooks can be used to help children to think philosophically. Five stages of discussion can be applied in the classroom; these are: establish the issues, outline the process of discussion, discuss the issues, evaluate and summarize the discussion, apply the learning to other subjects. Teachers can use philosophical thinking methods to improve the quality and quantity of instruction with various questions, having children express their opinions, interpreting their thoughts clearly, maintaining logical consistency, and evaluating the procedures and results of discussion. These methods can be used in the teaching-learning process in the elementary school to develop rich findings and meaningful communication.