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초등학생의 읽기 능력, 독서, 학업효능감 및 학업성적간의 인과적 관계
조증열,이임숙 한국초등교육학회 2004 초등교육연구 Vol.17 No.1
본 연구에서는 초등학교 4학년 학생들의 읽기능력(한글해독과 덩이글 이해력), 정보처리속도 및 독서활동을 측정하였고, 이 변인들과 학업효능감 및 학업성적과의 관계를 연구하였다. 상관관계를 분석한 결과, 한글해독, 이해력, 정보처리속도와 독서활동은 학업효능감 및 학업성적과 유의한 상관관계를 보였다. 경로분석을 한 결과, 한글해독, 이해력, 독서활동은 독립적으로 학업효능감을 예측할 수 있었고, 한글해독, 이해력, 정보처리속도와 학업효능감은 학업성적을 예측할 수 있었다. 따라서 독서활동은 학업효능감을 통해서 간접적으로 학업성적에 영향을 주며, 읽기능력은 학업성적에 직접적으로 또한 간접적으로 영향을 주는 것을 알 수 있었다. This study aims to investigate the relations among reading abilities and activity, academic self-efficacy, and academic achievement. Fourth grade children were administered reading abilities of Hangul decoding and comprehension, processing speed, and reading activity as well as academic self-efficacy and academic achievement. The results of the study are summarized as follows. First, girls showed higher performance in reading abilities and higher score in reading activity than did boys. Second, reading activity, abilities and processing speed were significantly correlated with academic self-efficacy and academic achievement. Third, in the path analysis that investigates causal relations, reading activity, Hangul decoding, and comprehension uniquely predict academic self-efficacy; and comprehension, Hangul reading, academic self-efficacy, processing speed also uniquely predict academic achievement. The results suggest that reading activity indirectly influences academic achievement by the mediation of academic self-efficacy, and reading abilities directly and indirectly influence academic achievement. It thus implies that increasing reading abilities and reading activity would improve academic self-efficacy as well as academic achievements among elementary school children.
부모의 양육방식과 아동의 도덕추론, 교실행동 및 인기도와의 관계
송종란,조증열 경남대학교 인문과학연구소 2000 人文論叢 Vol.13 No.-
The purposes of this research were (1) to examine how parenting style was related to classroom behavior, moral reasoning, and sociometric status of children and (2) to examine whether the relations among variables were different between boys and girls. A sample of 189 1st, 2nd, and 3rd graders were tested. Results showed that parenting style was found to show sex difference such that parental warmth was positively related to parental control among girls but not among boys. Parental warmth was associated with high level of social competencies and sociometric status, the lack of acting-out behavior and learning problem. This association was stronger among boys than twirls, and parental warmth was found to directly influence sociametric status of boys. Parental control appeared to be positively related to prosocial moral reasoning of girls.
( Jeung Ryeul Cho ),( Jee Young Lee ) 서울대학교 인지과학연구소 2010 Journal of Cognitive Science Vol.11 No.1
This study examined differential contributions of Korean phonological and morphological processing skills to reading and spelling across Korean Hangul, logographic Hanja, and English among 107 sixth graders in Korea. In regression equations, after controlling for vocabulary and phonological awareness, both number naming speed and morpheme judgment accounted for unique variance in Hangul word reading and spelling. Korean phoneme awareness explained unique variance in reading and spelling skills in English, but not in Hanja. In addition, Korean morphological awareness was found to predict reading in both Hanja and English. It is thus suggested that phonological and morphological awareness, which are both language-general abilities, transfer to reading skills across languages and writing systems.
학령전 아동의 한글 읽기와 받아쓰기에서 지연 복사 능력의 직간접적 역할
조증열 ( Jeung-ryeul Cho ) 경남대학교 인문과학연구소 2020 人文論叢 Vol.53 No.-
본 연구에서는 학령전 아동을 대상으로 지연 복사(delayed copying) 능력이 한글단어 읽기와 받아쓰기에 직접적으로 영향을 주는지 또한 음운 인식 및 철자 인식과 같은 메타언어적(metalinguistic) 능력을 매개로 하여 간접적으로 영향을 주는지에 관해 연구하였다. 연구 방법으로 만 4, 5세 아동 116명을 대상으로 한글의 지연 복사, 베트남어의 낯선 문자에 대한 순수 복사(pure copying), 비언어적 추론, 음절과 음소 인식, 그리고 철자 인식을 검사하였다. 중다 매개 분석을 통하여, 아동의 연령과 비언어적 추론을 통제한 후에, 지연 복사 능력은 한글 읽기와 받아쓰기에 직접적으로 또한 철자 인식과 음절 인식을 매개하여 간접적으로 영향을 주는 결과를 얻었다. 결론적으로, 철자 작업 기억의 인지과정을 포함하는 것으로 알려진 지연 복사가 한글 단어 읽기와 쓰기에 직간접적으로 영향을 미치는 것을 시사한다. 지연 복사는 작업 기억 부하를 이용하는 것으로, 추후 한글 읽기와 쓰기에 효율적인 지도법으로 활용될 수 있음을 시사한다. This study investigated whether copying skills were related to beginning Hangul word reading and writing directly and/or indirectly by the mediation of meta-linguistic skills such as phonological and orthographic awareness. One hundred sixteen Korean children aged 4 and 5 years were tested on delayed copying of Korean Hangul Gulja (written syllable), pure copying of unfamiliar print of Vietnamese, nonverbal reasoning, syllable and phoneme awareness, and orthographic awareness. Multiple mediation analyses indicated that the associations of delayed copying of Hangul Gulja with word reading and writing were explained by the mediation of orthographic and syllable awareness after controlling for children’s age and nonverbal reasoning. The results suggest that delayed copying, which has recently been recognized as a major measure of orthographic working memory, contributes to Hangul word reading and writing directly and indirectly by the mediation of meta-linguistic skills among Korean children. Delayed copying under working memory loads could be used as an efficient training method for reading and writing Hangul.
초등학생의 한국어 음운처리 기술과 영어 어휘력 및 어휘학습과의 관계
조증열(Cho Jeung-Ryeul),서상록(Seo Sang-Rok) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.1
This study investigated the relations among Korean phonological processing skills, English vocabulary knowledge, and the learning of new English words in 6th grade children. The children were tested in phonological awareness, phonological short-term memory, and naming speed tasks, as well as English vocabulary and paired-associate learning of Korean-English word pairs. Most tasks were significantly correlated with English vocabulary and paired-associate learning. In regression analyses, phonological awareness, short-term memory, and naming speed significantly predicted English vocabulary; and English vocabulary and naming speed predicted paired-associate learning. These results suggest that Korean phonological awareness, naming speed, and short-term memory are associated with English vocabulary knowledge and learning. These findings support the transfer of phonological processing skills across second languages.