preface

Part 1: Concepts and Theories of Reading

Chapter 1: History and Concept of Reading
1.
Letters, books, and the development of human civilization
2.
The Mystery of the Concept and Meaning of Reading

Chapter 2 Reader Characteristics and Responses
1.
The subject of reading, the discovery of the reader
2.
The Meaning and Types of Reader Response

Chapter 3 Reading Ability and Reading Development
1.
Understanding Reading Ability
2.
The relationship between reading skills and reading strategies
3.
Understanding the stages of reading development

Chapter 4: Reading Process and Reading Model
1.
The reading process of constructing meaning
2.
A reading model that concretizes the reading process

Chapter 5 Reading and Text
1.
The concept of text
2.
Type of text
3.
Structure of the text
4.
Difficulty of the text

Part 2: Curriculum and Teaching of Reading

Chapter 6: Understanding the Reading Curriculum
1.
Historical changes in reading curriculum
2.
Reading Education Contents of the 2015 Revised Curriculum

Chapter 7: Understanding the Reading Textbook
1.
Historical Flow of Reading Textbooks
2.
Grade-specific content of reading textbooks

Chapter 8: Teaching and Learning Reading I: Text and Media
1.
Information Text Teaching and Learning
2.
Teaching and Learning Literary Texts
3.
Multimodal Text Teaching and Learning

Chapter 9: Reading Teaching and Learning II: Reading Instructional Methods
1.
Reading guidance to develop positive reading motivation and attitude
2.
Reading instruction using the reading discussion model
3.
Content-based reading guidance for academic reading
4.
Career Reading Guidance for Career Education

Chapter 10: Methods and Practice of Reading Assessment
1.
Purpose and types of reading assessment
2.
Reading assessment methods
3.
The reality of reading assessment

Part 3: Exploring and Expanding Reading Education
Chapter 11: Issues in School Reading Education
1.
The Goal of Reading Education: Ability Development or Personal Development?
2.
Reading Curriculum: Are Reading and Literature the Same or Different?
3.
Textbook Texts: Canon or Language Activity Resources?
4.
Textbook Texts: Informational or Literary?
5.
Reading Instruction: Knowledge-Based or Activity-Based?

Chapter 12: Trends and Prospects in Reading Education Research
1.
Topics of reading education research
2.
Trends in reading education research
3.
Prospects for Reading Education Research

Chapter 13: Reading Support for Lifelong Readers
1.
Support systems and legal foundations for lifelong readers
2.
Home, School, and Community Support for Lifelong Readers

An Introduction to Reading Education in Response to the Changing Literacy Environment

Bill Gates, the king of the Internet, said that it was the small library in his village that made him who he is today.
The “ability to ask questions,” which an American female poet cited as a gift from the universe, also comes from reading.
There is an abundance of talk emphasizing the importance of reading, but reading education is not properly implemented in schools.


This is because the field of reading education is still lacking in expertise and academics, and the environment surrounding reading is changing rapidly.
The means of conveying knowledge have expanded from books to digital media, and the ability to select and utilize necessary information from a vast amount of information or to create knowledge is being emphasized.
The goal of reading education is also shifting from the traditional mission of establishing general knowledge and values ​​to a new direction of improving the ability to accept and produce knowledge and information.
Five professors who have studied and researched how to teach reading to students in this changing literacy environment have come together to publish an introductory book that is essential for reading education.


This book is designed to help those who teach reading or are interested in reading education acquire appropriate knowledge and prepare for educational practice, and is written so that undergraduate students can easily understand it.
In addition, it covers the latest trends in reading education as well as various current issues related to educational implementation in depth, so it will be useful for enhancing the expertise of teachers, school library managers, librarians, and reading instructors who are currently teaching students.


Part 1 is designed to enable readers of this book to systematically acquire key concepts, knowledge, and theories in the field of reading education and establish an academic foundation for reading education.
Reading is an active mental activity in which the 'reader', the subject of the reading act, encounters the 'text', the reading material, and actively constructs its meaning.
The act of reading began with the birth of writing and has been constantly evolving.

Chapter 1 provides an overview of how the concept of reading has evolved throughout human history and examines the characteristics of current reading behavior and reading education.
Chapters 2-4 will examine in detail the various characteristics and developmental issues of readers, as well as the reading process that takes place in the reader's mind.
Chapter 5 focuses on text, addressing the concepts, types, structures, and difficulty of text.

Part 2 is designed to enable readers of this book to plan and implement their own reading education as experts in reading education.
Reading education is composed of a series of processes: 1) setting educational 'goals', 2) extracting educational 'contents' to achieve them, 3) selecting specific educational methods and materials and 'implementing (teaching and learning),' and 4) finally 'evaluating' the results.
Part 2 organizes the contents of the curriculum for readers in elementary, middle, and high school according to this flow, and then reviews textbooks that embody the contents of reading education as materials.


Next, we will examine effective methods for guiding reading using various texts and media for specific purposes.
Chapter 10 presents the purpose, types, and practice of evaluation, the final stage of reading education, along with examples, allowing for the content of Part 2 to be summarized.
Because education is implemented in a specific environment and targets diverse learners with different needs and characteristics, teachers must examine and continuously improve their teaching methods.


Part 3 is designed to help readers deepen and expand their expertise in reading education through a comprehensive understanding of the "educational field, academic research, and support system."
To this end, 1) we will deeply explore the core issues inherent in school reading education, establish our own perspectives on the goals, contents, and methods of reading education, 2) identify key academic research achievements and trends that provide the theoretical foundation for reading education, and 3) examine various support systems and projects surrounding lifelong readers.
For effective reading education, the teacher's theoretical foundation and practical expertise, the learner's enthusiasm, and the supportive environment surrounding them are very important.


Each chapter includes a 'Summary of Key Content,' 'Learning Activities,' and 'References,' and, where necessary, a 'Learn More' section provides additional information.
It also includes information on the 2015 revised Korean language curriculum, the Nuri curriculum, and currently used secondary school textbooks to provide readers with up-to-date information.