• Journal of Korean Library and Information Science Society
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• v.54 no.1
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• pp.221-240
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• 2023

This study proposes a medium-specific reading instruction method for digital natives exposed to various reading media with the development of information and communication technology. For this purpose, an elementary school located in H-si, Gyeonggi-do was selected and the readability and literacy tests according to the media were conducted for 6th graders. In the experiment, the same article contents were divided into three groups, and the time required to read and read using different media was measured, and the literacy according to the media was confirmed through quizzes. As a result of the measurement, the average reading time of the web-page was 3 minutes 28 seconds, the quiz correct answer rate (average) 3.99 questions, the average reading time of the pdf file in the form of an e-book was 5 minutes 23 seconds, the correct answer rate (average) 4.35 questions, the average reading time of the printed text was 7 minutes 14 seconds, and the correct answer rate (average) 6.26 questions. The number of students who participated in the experiment is 144, and there is a limit to generalizing the reading method according to the media type only with the results of the researcher's experiment.

• Korean Journal of Cognitive Science
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• v.34 no.2
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• pp.67-84
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• 2023

In this study, Korean older adults (70-75 yrs) were divided into two groups according to the degree of reading exposure, and real-time data were collected through a reading eye movement tracking experiment. Then, overall reading patterns and word frequency ef ects were compared with two groups of older adults and younger adults (20-28 yrs). Furthermore, through the results of the eye movement tracking experiment of older adults with rich reading exposure and older adults with poor reading exposure, we tried to find out whether reading performance af ects not only changes in age but also reading exposure. As a result of the experiment, the older adults with poor reading exposure group generally had a longer fixation time and a shorter saccade than the younger adults group, and the older adults with rich reading exposure group showed the same reading patterns as the younger adults group. The word frequency ef ect was confirmed in all groups, and the fixation time was short in the order of older adults with rich reading exposure group and older adults with poor reading exposure group. In addition, an interaction ef ect was shown in the two elderly groups according to reading exposure, but no interaction could be confirmed in the dif erence between the younger adults group and the older adults with rich reading exposure group. This suggests the possibility that reading performance is not af ected by age itself, but by the reading experience of the elderly.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.59-81
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• 2021

This study aimed to investigate how the learners' mathematics learning processes change with repeatedly reading mathematical text. As a way to teach and learn mathematics, we also wanted to examine the effect of repeated reading and to explore the implications for a more efficient teaching and learning strategy. To help us with this study, we mainly used eye tracking and heart rate (HR) measurement. There were four cycles in a cycle of repeated reading, and the number of repeated readings for all cycles was fixed to three times. Eight prospective mathematics teachers in the Department of Mathematics Education of a National University in South Korea participated. Data were analyzed in five aspects: (1) the total reading time per round, the total reading time per slide; (2) the change trends of total reading time per round and slide; (3) the order of slides read; (4) the change trends of HR per round. We found that most participants read in a similar pattern in the first reading, but the second and third reading patterns appeared more diverse for each learner. Also, the first reading required the most time regardless of the repeat cycle, and the time it took to repeatedly read afterward varied depending on the individual. Based on the findings of this study, the most primary conclusion is that self-directed mathematics learning by using repeated reading is effective regardless of cycle. In addition, we suggested four strategies to improve the efficiency of this teaching and learning method.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.6 no.3
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• pp.24-32
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• 2007

Variable message sign (VMS), which is used for providing real-time information on traffic conditions and accident occurrences, is one of the important components of intelligent transportation systems. It is essential that the scheme of VMS message phase and duration should be designed with the consideration of drivers' message reading time that will be depended on various causal factors, such as the amount of VMS messages, drivers' travel speed, and geometric conditions. However, there have been not much efforts to explore the relationships between the drivers' message reading time and the above causal factors. Driving simulator experiments were conducted to obtain drivers' message reading time with respect to the amount of VMS messages, drivers' travel speed, and different geometric conditions. Regression modeling techniques were applied to develop an estimation model for drivers' message reading time. Probabilistic outcomes of the proposed model would be greatly utilized to design proper VMS message phase and duration.

• Journal of Korean Library and Information Science Society
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• v.35 no.4
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• pp.105-127
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• 2004

The purpose of this study is to arrange theory for characteristic St type of motto and to research the motto of reading week & reading month for the promotion of reading The results show that the motto of reading was brevity, reverse, antithesis, repetition, leading, narrate, term and the korean language. The motto of reading shows philosophy, target of a time

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.3
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• pp.282-296
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• 2012

This study identified the types of motives for reading consumer reviews of apparel products for online stores and classified shoppers into the groups based on motives. Data were collected from eleven Korean women by a focus group interview and from 313 females by an online survey. Respondents were in their 20s' and 30s' with significant experience reading consumer reviews of apparel products for online stores. The seven motives found by interviews were reduced to four types of motives by factor analysis: Right product choice and judgment of product value, risk reduction, saving time and money, and fun/killing time. The motive for the right product choice and judgment of product value was the highest and the motive for fun/killing time was the lowest. Consumers were classified into four groups based on motives: Utilitarian shoppers (25.8%), shopping-task oriented shoppers (36.8%), multiple-motive shoppers (19.7%), and moderate-motive shoppers (17.7%). There were significant differences among age groups and the amount of reading reviews posted on a product and the duration of reading reviews for online stores. In addition, managerial implications were developed.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.57-68
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• 2003

In this paper, we present a new model of web-based reading education system. The existing web-based reading education system was effective to reinforce interactions of the learners and elevate their reading interests, but the usability of web-based system was extremely unsatisfied during the process of reading required for a long time because it placed importance on the guidance as a result of reading. This paper has divided reading education activities depending upon the times: before reading, during reading and after reading, etc. Web-based reading strategies, which can be actively used at each stage, have been developed to do interaction actively among teachers, students and their parents. Furthermore, application methods of the strategies have been presented depending upon teaching-learning type of Korean language subject, such as professional's cooperative learning and problem solving learning, etc to revitalize reading guidance of regular Korean language class time.

• Science of Emotion and Sensibility
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• v.24 no.3
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• pp.61-70
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• 2021

Because the educational significance of reading activities for growing children is so great, the importance of reading cannot be overemphasized. While the reading volume of elementary school students in Korea is very high, as they go up to middle school, the reading volume falls rapidly. This study examined a more effective way to resolve this middle school reduction in reading volume. Middle school freshmen were surveyed on their reading habits and preferences in the sixth grade of elementary school, after which the groups were divided into two groups based on their averages; groups with high/low reading habits and groups with high/low reading preferences). Participants also wrote reading reports for six weeks, kept a record of the days of the week they read for more than 20 minutes, and noted down the time they read in minutes. It was found that 75% of participants did not read one book a week when in the sixth grade of elementary school and it was confirmed that reading many books and liking to read were elements that had different dimensions. For example, about 35% of the participants said they liked books but rarely read them. It was also confirmed that the reading habits formed in elementary school were a strong variable that affected the number of days that and the reading time of middle school students rather than the reading preferences formed in elementary school. This study concluded that a subjective attitude toward reading and actually reading were completely different problems, which suggested that 'habits' could have a greater influence than 'preferences' when performing tasks to achieve goals.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.59-69
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• 2004

The question addressed by the present research was whether repeated, careful reading of a few stories(Intensive Reading) is more effective than general, one-time reading of many stories(Extensive Reading). Unfamiliar stories were read to 105 kindergarten children from typewritten sheets of paper for 40 days(about 10 weeks). The Intensive Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story telling methods.