ScholarWorks@Hanyang University: Cho, Byeong Young

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Cho, Byeong Young (조병영)

COLLEGE OF EDUCATION (DEPARTMENT OF KOREAN LANGUAGE EDUCATION)

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Tel 02-2220-1136
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Comprehension:6||Digital:4||media literacies:4||methods:3||디지털 리터러시:3||Strategies:3||and materials:3||디지털 리터러시 태도:2||Theoretical perspectives:2||인지적 영역:2||Research methodology:2||Adolescence:2||online reading:2||Writing:2||Instructional strategies:2||Digital literacy:2||Digital Literacy:2||New literacies:2||4Adolescence:2||Metacognition:2||초등학생:2||Emotion:1||Evidence Centered Design:1||Happiness:1||Historical thinking:1||Inaccuracy:1||Information literacy:1||Information processing <:1||Informational text <:1||Internet reading:1||Korean elementary students:1||Life satisfaction:1||Literacy:1||Metacognition <:1||Metacognitive strategies:1||Middle school learners:1||Mixed methods:1||Multiple text comprehension:1||National Assessment of Educational Progress (NAEP):1||New literacies <:1||PIRLS:1||Participation:1||Print Reading:1||Qualitative <:1||Questioning:1||Questioning <:1||Reading:1||Reading Attitudes:1||Reading SelfConcept:1||Reading strategies:1||ScenarioBased Assessment:1||Selfefficacy:1||Selfregulation:1||Smartphone reading, online reading strategies, mobile computing:1||Social Contextual Factor:1||Sociocognitive:1||Sociocognitive <:1||Subjective Wellbeing(SWB):1||Systematic review:1||Translanguaging:1||Value:1||Verbal protocol analysis:1||Wellness:1||Writing to learn <:1||affective aspects:1||area:1||assessment factors:1||bilingual adolescents:1||cognitive domain:1||control:1||convergence and integration:1||critical literacy learning:1||critical reading:1||design:1||design of classroom literacy tasks:1||digital literacies:1||digital literacy:1||digital literacy practices:1||digital sources:1||ePIRLS:1||education policy:1||educational technology:1||elementaryschool students:1||epistemic cognition:1||etc.):1||evaluate:1||explore:1||gaze tracking:1||gender:1||grade:1||historical literacy:1||intelligent user interfaces:1||internet user:1||interpret and integrate:1||largescale assessment:1||literacy environment:1||literacy sponsor:1||literal level:1||methods and materials:1||modeling:1||multisource text inquiries:1||new literacies:1||parents:1||peers:1||produce:1||question generation:1||reading assessment:1||reading strategies:1||reading strategy:1||selfdetermination theory:1||share:1||source evaluation:1||strategic processing:1||teachers:1||teaching strategies <:1||theoretical triangulation:1||thinkaloud:1||transformative design for meaning:1||valuing:1||verbal report:1||youth digital literacies:1||가치:1||가치 부여:1||공유:1||교사:1||근거 중심 설계:1||누리꾼:1||뉴리터러시:1||독서 전략:1||디지털 기반 활동:1||디지털 리터러시 평가:1||디지털 문식성:1||또래:1||리터러시:1||모델링:1||문식 환경:1||문식성:1||문식성 후원자:1||문해력:1||부모:1||부정확성:1||비판적 읽기:1||사회맥락적 요인:1||삶의 만족:1||설계:1||성별:1||시나리오 기반 평가:1||쓰기:1||웰니스:1||융복합:1||의사소통:1||인지적 요인:1||인터넷 읽기:1||읽기:1||자기 효능감:1||자기조절:1||전환적 의미 디자인:1||정서:1||정의적 영역:1||정의적 요인:1||제작:1||주관적 안녕감:1||주관적 웰빙:1||지역:1||참여:1||체계적 문헌연구:1||탐색:1||통제:1||평가:1||평가 도구 개발과 타당화:1||평가 요소:1||평가도구 설계:1||평가틀:1||학년:1||해석과 통합:1||3Early adolescence:1||행복:1||Affective Factor:1||Assessment Design:1||Assessment Framework:1||BorderCrossing Discourse:1||Cognitive Domain:1||Cognitive Factor:1||College/university students:1||Communication:1||Comprehension monitoring:1||Content literacy:1||Critical analysis:1||Critical analysis <:1||Depth of (higher level:1||Developing and Validating an Assessment Tool:1||Digital Literacy Assessment:1||Digital Literacy Attitudes:1||Digital Reading:1||Digital literacy attitude:1||Digital/media literacies:1||Disciplinary literacy:1||

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