바로가기메뉴

본문 바로가기 주메뉴 바로가기

Repeated Reading Experiences of Adults: Centered on Lifelong Education Center Students at Chonbuk National University

Journal of the Korean Society for Library and Information Science / Journal of the Korean Society for Library and Information Science, (P)1225-598X; (E)2982-6292
2011, v.45 no.1, pp.353-376
https://doi.org/10.4275/KSLIS.2011.45.1.353

  • Downloaded
  • Viewed

Abstract

The goal of this study is to examine what kind of repeated-reading habits adults have, what sort of books they read repeatedly, and what preferences they have depending on their age or gender. A questionnaire was distributed to the students at Lifelong Education Center of Chonbuk National University to survey their repeated reading experiences. The results of the statistical analysis are as follows: 1) Most adults have experienced repeated reading. 2) Women have more experience with repeated reading than men, and in terms of age, more people in their forties read the same books repeatedly. 3) Most repeated readers read their books twice: Women tend to read their books repeatedly more than men do. 4) More than half of the adults in the sample group have read their favorite books several times. 5) The importance of books in this study was judged on the basis of the number of repeated readers and the frequency of reading. The order of important books is as follows: The Little Prince, The Tale of Three Kingdoms, The Giving Tree, The Greek and Roman Mythology, Meu Pe de Larania Lima, No Possession, Hope for the Flowers, and Demian. 6) More than half of the male repeated readers read The Tale of Three Kingdoms while female repeated readers tend to read a wider variety of books. 7) Adults read the same books repeatedly to enjoy and learn something.

keywords
Repeated Reading, Preferred Book, Repeatedly-read Books, Repeated Reading Collection, Repeated Reading, Preferred Book, Repeatedly-read Books, Repeated Reading Collection, 반복독서, 성인 다독도서, 성인 반복독서

Reference

1.

신홍임. 2006. 한국어, 독일어의 반복독서효과에 상황모형이 미치는 영향. 한국심리학회지 ,18(3): 157-172.

2.

윤미연. 2006. 영어다독지도방안 . 석사학위논문, 인천대학교 교육대학원, 영어교육학과.

3.

이승채. 2007. 대학생들의 반복독서 경험에 관한 연구. 한국문헌정보학회지 , 41(2): 161-180

4.

이승채. 2008. 여고생들의 반복독서 경험에 관한 연구. 한국도서관정보학회지 , 39(2): 311-332.

5.

Justice, L. M. J. & Meier, S. Walpole. 2005. “Language speech and hearing services inschools." Language Speech and Hearing Services in Schools, 36(1): 17-32.

6.

Oddo, M., Barnett, D. W., Hawkins, R. O., & Musti-Rao, S. 2010. “Reciprocal peer tutoringand repeated reading: Increasing practicality using student groups.” Psychology in TheSchools, 47(8): 842-858.

7.

Samuels, S. J., Compan, Boonlert, & Iamsupasit, Sompoch. 2001. Effect of Repeated Reading and Self-directed Behavior on Reading Skills and Generalization of the Reading Skills of Third -grade Hill Tribe students. Report: ED458531. [online]. [cited 2011.2.9].<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtS earch_SearchValue_0=ED458531&ERICExtSearch_SearchType_0=no&accno=ED458531>.

8.

Silber, Jennifer M., & Martens, Brian K. 2010. “Programming for the generalization of oralreading fluency: Repeated readings of entire text versus multiple exemplars.” Journal ofBehavioral Education, 19(1): 30-46.

9.

Staubitz, J. E., Cartledge, Gwendolyn, Yurick, Amanda L., & Lo, Ya-yu. 2005. “Repeatedreading for students with emotional or behavioral disorders: Peer-and trainer-mediatedinstruction." Behavioral Disorders, 31(1): 51-64.

10.

Strong, A. C., Wehby, Joseph H., Falk, Katherine B, & Lane, Kathleen L. 2004. “The impactof a structured reading curriculum and repeated reading on the performance of junior highstudents with emotional and behavioral disorders." School Psychology Review, 33(4): 561-581.

11.

Therrien W. J. 2004. “Fluency and comprehension gains as a result of repeated reading:A meta-analysis." Remedial and Special Education, 25(4): 252-261

Journal of the Korean Society for Library and Information Science