• 대한가정학회지
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• 제49권2호
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• pp.97-109
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• 2011

The purpose of this study was to investigate the reading habits, reading patterns and reading motivation of 362 college students from the capital area majoring in child development or early childhood education. The main findings of this study were as follows. Firstly, 70 percent of students spent less than three hours a week on reading academic or school-related material, and 75 percent spent less than three hours a week on independent or recreational reading. Students most preferred reading the "cultural" genre and least preferred reading the "human life(spiritual)" genre. The "cultural" and the "human life(spiritual)" genres also represented the most and least frequently read genres, respectively. Secondly, students presented high-level reading patterns, in that they previewed the reading material before reading, understood the meaning of it during reading, and shared their reading experience with others after reading. Thirdly, the average reading motivation levels scored near the midpoint on a five-point scale. Fourthly, students with higher reading motivation levels displayed higher reading frequencies and preference levels for each genre, with the exception of the "fiction and humor" genre. Moreover, students with higher levels of reading motivation received higher ratings for their reading patterns.

• 한국도서관정보학회지
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• 제35권4호
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• pp.105-127
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• 2004

본 연구의 목적은 독서진흥을 위하여 표어의 특징, 유형에 대한 이론을 정리하고 독서주간과 독서의 달의 표어를 조사하고 분석하는데 있다. 독서표어를 분석해 보면 간결하고 도치된 표어가 많다. 또한 대구와 반복 음절을 쓰고 있다. 또한 청유형과 서술형, 명사형이 많고 국어로 된 단어가 대부분이다. 그리고 반복하여 계속 사용되고 있고 한 시대의 목표와 철학을 나타내고 있다.

• 아동학회지
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• 제30권4호
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• pp.257-276
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• 2009

This study investigated differences in toddlers' language development depending on their teachers' types of interaction during reading of picture books. A pilot study identified teachers' types of interaction as instructional, non-immediate, and passive. Fifteen teachers recruited from 10 child-care centers located in Seoul and their 90 2-year-old toddlers participated in this study. Teachers read two picture books to a small group of toddlers each week for eight weeks. Data on the toddlers' receptive and expressive language, vocabulary, reading behavior, and book handling were collected and compared by their teachers' interaction type before and after teachers' 8-week reading of picture books. Results showed that teachers using the non-immediate interaction type had the most positive effects on toddlers' language development.

• 한국가족관계학회지
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• 제20권4호
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• pp.73-103
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• 2016

Objectives: The purpose of this study is to examine the effects of reading mind recording on awareness of imaginations, Method: Decentering, parenting stress and subjective well-being through comparing expressive writing. random assignment was performed on each 13 persons of a recording group (experimental group) and an expressive writing group (comparison group) for reading mind from 26 parents having adolescents. The experimental group conducted the reading of reading mind and the comparison group performed expressive writing twice a week for eight weeks, twenty minutes per time, and responded to four questions on thought arrangement after writing. The researcher participated in the groups once per week and an assignment was suggested once per week. Repeated Measurement Two-way Repeated Measures ANOVA was conducted to confirm the differences according to periods and groups for the data analysis method. In order to examine the changes according to periods, t-test was conducted on the pre- and post-test. Results: The findings are as follows: First, regarding awareness of imaginations and decentering, the reading mind recording group showed a significant result in repeated measurement. Second, the reading mind recording group showed a significant decrease in the pre- and post-t-test about parenting stress. Third, all the reading mind recording group and expressive writing group showed significant results about subjective well-being. Conclusions: This study is significant in that it verified the effectiveness of reading mind recording on awareness of imaginations, decentering and parenting stress, and proved the possibility as an oriental counseling model that considers the characteristics of our culture.

• 아동학회지
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• 제29권5호
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• pp.301-319
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• 2008

This study investigated the effectiveness of reading intervention on at-risk readers from first through third grade. The 34 children below the 20th percentile on an oral reading fluency test participated in the reading intervention program for 15 weeks. They received small group instruction in one 40-minute session per week. Data were analyzed with one-way ANOVA, paired t-test and effect size for individual cases. Upon completion of the intervention, at-risk first graders showed significantly higher performance in print concept, word recognition, oral reading fluency and reading comprehension. The at-risk second and third graders improved only in oral reading fluency. Most of children who received the intervention demonstrated a large effect in oral reading fluency.

• 영어어문교육
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• 제18권3호
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• pp.77-92
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• 2012

This paper explores the learners' experience process and features in the initial stage of extensive reading process through college students' daily based journal writings. The subjects of this study were 10 volunteer students and they kept their journals from 30 minutes to 2 hours daily based for two weeks. The participants took pre and post tests in order to find out how their reading comprehension ability improved. Four of them improved it while the rest of them did not. After writing journals for two weeks, all students agreed on the potential power of extensive reading. In addition, they realized their learning problems and tried to overcome them on their own ways. Although the research period was only two weeks, the students showed the potential of extensive reading in learning English. From the results of the study, extensive reading encouraged the students to read more and they were convinced that extensive reading will lead to successful learning English. It can be meaningful outcome from the 2-week period research. Thus, a longer period scheme could provide more detail information to the extensive reading.

• 감성과학
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• 제24권3호
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• pp.61-70
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• 2021

본 연구의 목적은 초등학생 시기의 독서선호도와 독서습관이 중학생의 독서 행동에 각각 어떤 영향력을 미치는지 확인함으로써 학년이 올라감에 따른 독서량 감소 문제를 해결할 수 있는 효과적인 독서 활성화 방안을 제시하고자 함에 있다. 이를 위해 중학교 1학년을 대상으로 그들의 초등학교 6학년 시절의 독서습관과 독서선호도를 조사한 후, 평균값을 기준으로 집단을 나누었다. 또한 참가자들은 6주 동안 매주 1회 독서 보고서를 작성하면서 20분 이상 독서한 날 수와 독서 시간을 분 단위로 응답하였다. 연구 결과, 첫째, 참가자의 초등학교 6학년 시절 75% 이상이 일주일에 1권의 책을 보지 않는 결과를 보였다. 둘째, 본 연구에서는 책을 많이 읽는 것과 좋아하는 것은 다른 차원의 요소임을 확인하였다. 예를 들어 참가자들 중 책을 좋아한다고 말하지만, 실제로는 책을 거의 읽지 않는 사람이 약 35%를 차지함을 확인하였다. 셋째, 초등학생 시기에 형성된 독서 선호도보다 독서 습관이 중학생의 독서한 날수와 독서 시간에 영향을 미치는 더 강한 변수임을 확인하였다. 즉, 초등학생 때 독서 습관이 높은 수준으로 형성된 중학생은 중학생이 돼서도 책을 자주 읽고 독서에 더 오랜 시간 집중하지만, 독서 습관이 낮은 수준으로 형성된 경우 중학생이 돼서도 책을 읽지 않는다. 본 연구결과를 통해 독서에 대한 주관적 태도와 실제로 책을 읽는 행동은 전혀 다른 문제임을 보여준다.

• 한국도서관정보학회지
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• 제39권1호
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• pp.409-429
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• 2008

본 논문은 공공도서관에서 운영되고 있는 독서관련 행사를 분석하고, 독서진흥을 위하여 독서관련 행사의 활성화 방안을 다음과 같이 제시하였다. (1) 독서진흥을 담당하는 전담부서를 조직하고 운영한다. (2) 독서진흥을 위하여 도서관주간, 독서의 달 등 절기에 따라 다양한 행사를 한다. (3) 독서진흥을 위하여 이용자를 위한 다양한 행사를 한다. (4) 사서교사 자격증이 있는 사서에게 독서진흥 업무를 맡긴다. (5) 독서진흥을 위하여 시청각실 등 다목적실을 마련한다. (6) 독서진흥을 위하여 사이버공간 들을 이용하여 홍보활동을 한다. (7) 독서진흥을 위하여 관련 단체와 협력한다. (8) 독서진흥을 위한 예산을 증액한다.

• 한국보육지원학회지
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• 제16권5호
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• pp.127-154
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• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• 영어어문교육
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• 제18권2호
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• pp.67-84
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• 2012

The present study investigated the effect of sentence translation as a production task on short-term and long-term retention of foreign vocabulary. 87 EFL university students at a beginning level, enrolled in reading class participated in the study. The study compared the performance of three groups on vocabulary recall: (1) Control group, (2) Translation group, and (3) Copy group. During the treatment sessions, translation group translated L1 sentences into English, while copy group simply copied given English sentences with each target word. Results of the immediate test were collected each week from week 2 to week 5 and analyzed by one-way ANOVA. Results revealed that regarding short-term vocabulary retention, participants in rote-copy condition outperformed those in translation group. Four weeks later a delayed test was administered to measure long-term vocabulary retention. In contrast, the results of two-way repeated measures ANOVA showed that long-term vocabulary retention of translation group was significantly greater than copy group. The findings suggest that although sentence translation is rather challenging to low-level learners, it may facilitate long-term retention of new vocabulary given the more elaborate and deeper processing the task entails.