Abstract

The purpose of this study is to investigated the impact of reading therapy programs (classes) on the cognitive, emotional, behavioral, and peer relationships of children in the lower grades of elementary school. The study was conducted at the B Public Library in A Metropolitan City, Korea. Eight elementary school students participated in the REBT reading therapy program for 12 sessions, each lasting 120 minutes, every Saturday. The research method was qualitative, and an observer was appointed to verify the qualitative research. The observer and the researcher qualitatively analyzed the participant’s cognitive, emotional, and behavioral observation diaries and pre- and post-person-picture tests for each session. As a result of the study, the REBT reading therapy program was found to have a positive impact on the cognitive, emotional, and behavioral changes and formation of peer relationships of the children. The results of the study show the need for children and youth institutions, including public libraries, to develop and operate reading therapy programs for various groups.