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Enhancing the level of health and fitness become one of the significant aims of physical education. Children's fitness level, however, has been decreased while the rate of obese children has been increased. Girls are special target population to promote physical activity because of their low level of physical activity in daily lives and relatively a high level of disengagement in physical education classes. The purpose of this study was to provide directions for developing in-school PE programs to enhance health and fitness of elementary school girls. We suggest four principles for developing in-school PE programs: (a) process-based program for an active life style, (b) promoting female students’ cognition of healthy living and healthy body, (c) tailoring student participation styles to the organization of activities, and (d) supporting the health management scheme for lifelong participation.

Purpose: This study aimed to systematically develop an obesity prevention program for adolescents to promote healthy eating and physical activity in schools. Methods: The development of the Let's Eat Healthy and Move at School program for adolescents followed the six steps of intervention mapping (IM). IM is a widely used protocol for developing systematic and effective interventions based on theories and evidence. Results: To better understand the problem and identify the needs of adolescents, interviews were conducted with teachers, school nurses, and students (step 1). In step 2, the desired behaviors and their determinants were established and combined into a matrix comprising 16 change objectives. In step 3, theoretical methods such as persuasive communication and consciousness-raising were chosen. The program was segmented into three educational activity sessions in step 4. In step 5, an implementation manual was developed for program instructors to ensure effective and accurate implementation. Finally, practices for evaluating the program's effectiveness and procedures were designed in step 6. Conclusion: The Let’s Eat Healthy and Move at School program will provide adolescents with guidelines to promote healthy living and prevent obesity in everyday life using strategies for sustainable adolescent obesity prevention and management.

Purpose: This study aimed to evaluate the effects of cognitive-behavioral program on pain and medical fear in hospitalized school-aged children receiving intravenous (IV) placement. Methods: This study used an quasi-experimental design. Thirty-five participants were assigned to the experimental group and 33 to the control group in the acute internal medicine ward of a children's hospital. The cognitive-behavioral program entailed having the patients read an educational photo book about IV placement before the procedure and having them watch their favorite music video during the procedure. The outcome measures were numeric rating scales for pain intensity and fear during the procedure. Results: After applying the cognitive-behavioral program, the mean scores on pain and fear decreased in the experimental group. However, the difference in pain intensity between these two groups was nonsignificant. The intensity of fear in the experimental group was significantly lower than that in the control group. Conclusion: In this study, the cognitive-behavioral program used with school-aged hospitalized children promoted less fear during IV placement. The results of this study can serve as a reference for empirical nursing care and as care guidance for clinical IV injections involving children.

Purpose: This study aimed to examine the effects of an eye health education program on the level of knowledge and eye health practice of middle school students. Methods: This quasi-experimental study was conducted using a pretest-posttest nonequivalent control group non-synchronized design. The study participants were from one middle school first graders in a province of Korea. The experimental group was composed of three classes (76 students), and the control group was composed of three other classes (77 students). Pretests were conducted in June for the experimental group and in August for the control group. The experimental group received an eye health education program developed for this study consisting of four sessions in total, given once a week for 45 minutes per session. The control group was instructed by the school's health teacher in the eye health education included in the existing health education curriculum. Posttests were conducted three weeks after the training in the control group and immediately after the fourth eye health education session in the experimental group. Results: After being instructed in the eye health education program, the eye health-related knowledge (t=9.45, p<.001) and eye health practice (t=2.18, p=.031) of the experimental group participating in the education program were higher than those of the control group. Conclusion: The eye health education program was effective in improving middle school student's level of eye health-related knowledge and eye health practice. School health teachers could implement this program as a part of the standard eye health education for middle school students. The long-term effects of practicing eye health behavior needs to be confirmed in a future study.

Purpose: To describe the process of systematically developing an integrated health pro- motion program for school-age children from vulnerable families. Methods: In this study, we applied the first three steps?analysis, design, and develop- ment (ADD)?of the analysis, design, development, implementation, and evaluation (ADDIE) model. The analysis step involved a literature review and needs assessment. In the design step, program components were considered and a program draft was devel- oped. The program content was modified based on expert validation in the development step. The preliminary program was administered in the implementation step, and the fi- nal program was confirmed in the evaluation step. Results: The program contents were based on the literature review, needs assessment, and Ryan’s integrated theory of health behavior change. The content was valid, and the educational material was appropriate for school-age children from vulnerable families. The finalized program consists of six sessions to promote physical, psychological, and social health using individual/group and face-to-face/online methods, including two that involve both parents and children. Conclusion: This study presents a detailed description of how the program was devel- oped and illustrates the critical elements that should be considered during similar pro- gram development. The effect of this program on health promotion behavior should be examined in future research.

Purpose: The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. Methods: This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with a group in the classroom for the experimental group. Child Problem-Behavior Screening Questionnaire was used to measure problematic behavior. Self-esteem was measured using the Rosenberg's Self-esteem Questionnaire, and peer attachment was measured using the Inventory of Parent and Attachment. Measuring was performed right after the program was done (post 1) and 1 month after the program was finished (post 2). To compare the differences in self-esteem and peer attachment between groups, repeated measures analysis of variance was used. Results: Most participants in the experimental group were 10 years old (62.5%, range 10e11), male (52.0%) and with middle grade point average (64.0%). The self-esteem scores in the experimental group were significantly higher than those of the control group (F = 26.64, p < .001). The peer attachment scores in the experimental group were significantly higher than those of the control group (F = 6.48, p = .014). Conclusions: The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program.

Purpose: This study aimed to examine the effects of an adolescent obesity management educational program (AOMEP) on middle and high school teachers. Methods: A quasiexperimental, pretest post-test design was performed to test primary variables, including adolescent obesity management knowledge, attitudes, perceived behavioral control, and behavioral intention based on the concepts presented in the Theory of Planned Behavior. Results: A total of 61 teachers participated. The experimental group (n = 30) received 15 hours of AOMEP, whereas the control group (n = 31) did not receive any. The experimental group showed significant improvement in knowledge (t = 2.53, d = .65, p = .014) and attitude (t = 2.77, d = .71, p = .008) toward adolescent obesity management compared to the control group. However, there were no significant differences in perceived behavioral control or behavioral intention between the groups. Conclusions: AOMEP may be utilized as an effective obesity management program for adolescent students in schools.

Background: Researchers have previously commenced examining the degree of concordance between parent proxy and child self-reports on health-related quality of life (HRQOL) of many disease and impairment populations. Objects: To explore the differences between parent proxy and child self-reports on the HRQOL using Korean version of KIDSCREEN-10 questionnaires for applying to elementary school children and their parents who participated for a school-based wellness program. Methods: The focus groups were recruited for a school-based wellness program by implementing the following wellness services: 1) referring to a screening session for detecting potential posture-related musculoskeletal problems and 2) recommending home exercise programs. Before a primary field testing for the program, two focus groups were formed with a group of 9 parents and their 9 elementary school children aged 8-10 years of age. The parent proxy and child self-report versions of KIDSCREEN-10 questionnaires were administered to both groups after completion of the wellness program. Item level Rasch rating scale analysis was applied to compute logit scales of KIDSCREEN-10 questionnaire. Intraclass correlation coefficients (ICCs) and scatterplot of item difficulty between two reports were analyzed. Results: For fit statistics of parent proxy report, all items except 4 items (i.e., psychological well-being, mood/emotions, self-perception, parent relation) were found to be acceptable. For fit statistics of child self-report, all items except 3 items (i.e., psychological well-being, autonomy and home life) were acceptable. The relationship between two reports using ICCs were ranging from weak to very strong at p = 0.05 (i.e, ICCs = 0.011 to 0.905). Scatterplot analysis between two reports showed a major disparity on self-perception item at 95% confidence intervals. Conclusion: Both item level analyses and ICC comparisons provided a disparity between parent proxy and child self-reports of the HRQOL on self-perception item after competing a school-based wellness program. Therapist should consider the item as part of the HRQOL assessment.

Purpose: This study examined the needs for asthma education programs as perceived by school-age children, parents, and teachers and investigated parents' and teachers' expectations for incorporating augmented reality (AR) in asthma education. Methods: This descriptive, cross-sectional study included 339 participants: 125 school-age children, 132 parents, and 82 teachers. Data were collected from children, parents, and teachers on the need for asthma education, the requirements for asthma education, and the expectations of parents and teachers for incorporating AR in asthma education. Data were analyzed using descriptive statistics, the t-test, analysis of variance, and the Scheffe? test. Results: Asthmatic children and their peers, parents, and teachers all felt there was a significant need for education about asthma, with education on how to deal with an asthma attack being needed the most. The incorporation of AR programs in asthma education was viewed positively by both parents and teachers. Conclusion: An AR children's asthma education program should be developed in which children with asthma and their peers, parents, and teachers can participate together. Furthermore, it is expected that children with asthma will independently undertake more effective disease management after attending an AR asthma education program.

Objective: To identify the effect of unstable surface kettlebell exercises on muscle activity and balance in middle and high school baseball players. Design: Randomized controlled trial. Methods: The participants were 29 middle and high school baseball players (Unstable surface kettlebell exercises group, USKE: 15; Stable surface kettlebell exercise group, SSKE: 14). The players in the USKE group performed kettlebell exercises for 60 mins on a stable surface thrice a week for 6 weeks, and the return rack was solidified on a stable surface in the same way as the experimental group. Before and after the experiment, the participant's muscle activity of the tibialis anterior and soleus was measured. In addition, the participant's balance was evaluated by measuring the distance moved from the foot's center of pressure (COP). The paired t-test was used to compare groups before and after the experiment. The independent t-test was conducted to assess differences in the degree of change between the two groups before and after the experiment. Results: Compared to the SSKE group, the USKE group showed significant differences in the muscle activity of the tibialis anterior and soleus and the balance with the eyes open and closed. Conclusions: The players in the USKE group showed a significant difference in muscle activity and balance than in those in the SSKE group. Thus, effectively including an unstable surface in the kettlebell exercise program will help improve physical function in athletes and people with musculoskeletal disorders.

Purpose: This pilot study aimed to develop and conduct an initial evaluation of a self- care improvement program for older school-aged children with atopic dermatitis (AD). Methods: A quasi-experimental, non-equivalent control group pretest-posttest design was used with 20 children in grades 4?6 diagnosed with AD. The experimental group (n=12) received a 5-week Information-Motivation-Behavioral Skills (IMB)-based program, which included five 40-minute sessions for children and one 50-minute session for mothers. The control group (n=8) received usual care. Data was collected at baseline, immediately after the intervention, and 4 weeks post-intervention. Outcome variables included AD knowledge, motivation for AD self-care, self-efficacy for managing AD, self-care behaviors, and AD severity. Generalized estimating equations were used for analysis. Results: Time-by-group interaction effects were observed for AD knowledge (p<.001), personal motivation (p=.011), self-efficacy (p=.034), self-care behaviors (p=.027), and AD severity (p=.039). Improvements in knowledge, motivation, and self-efficacy persisted through follow-up, while changes in self-care behaviors and AD severity were significant only at posttest. Conclusion: This study provides preliminary evidence that an IMB-based self-care program can improve knowledge, motivation, and self-efficacy in children with AD, leading to better self-care behaviors and reduced symptom severity. These findings support the feasibility and potential usefulness of a structured, theory-based intervention. Further fully powered trials are needed to confirm effectiveness and identify strategies for maintaining long-term outcomes.

Revitalization of vocational education in Indonesia is implemented based on Presidential Instruction (Inpres) No. 9 of 2016 on Revitalization of Vocational Schools (SMK) to Improve the Competitiveness of Human Resources of Indonesia. This Inpres became the foundation of the Directorate of Vocational Education in the ministry of education and culture as a work unit directly mandated to carry out the realization of SMK revitalization. Road Map revitalization of SMK 2017-2019, referring to four challenges of education in Indonesia, (1) The fourth new Industrial Revolution just present, (2) ASEAN-level globalization which has been enforced through ASEAN Economic Community, (3) The fulfillment of human resource in the 2045 gold generation by utilizing the momentum of demographic bonus, and to (4) the presence of millennial generation of Indonesia. The revitalization of SMK is done gradually taking into account the vast and diverse potential of Indonesia's territory, resources, and real labor needs to support the economic development and development of the region. Considering the foregoing matters, the Directorate of Vocational Education for the fiscal year 2017 together with the team of higher education has selected 125 SMKs focusing on four areas of expertise as piloting the implementation of the SMK Revitalization Program covering areas of expertise: (1) Agriculture (agribusiness and agro technology for food resilience), (2) Maritime, (3) Tourism and (4) Creative Industries. Higher Education in this case is the university preparing teachers and vocational workers are expected to play an active role to jointly with other vocational education and training institutions involved in preparing, managing strategies, implementing, directing and supervising revitalization activities in several vocational schools as pilot projects. The focus of revitalization activities involves curriculum alignment, institutional, learning or instructional innovation, capacity building of teachers and education personnel, standardization of facilities and infrastructure, and industrial cooperation. In general, there are two roles of higher education in this context , first in terms of preparing and developing vocational teachers (pre-service and in-service training), and second, as part of SMK revitalization.

The WHO African Region is severely affected with 3.4% of adult population living with HIV. In the Democratic Republic of the Congo (DRC), a country experiencing recurrent armed conflicts for two decades and where sexual viole nce has been used as a weapon of war by terrorist militia groups, the HIV prevalence is estimated to be 1.2-6%. T o our knowledge, there is no recent scientific reports on the scope of HIV infection in Congolese teenage school students. This research p roject comprised two studies: a knowledge, attitudes and practices (KAP) survey on HIV/AIDS prevention conducted in schools and comm unities, and a 12-month prospective observational study conducted in voluntary counselling and testing (VCT) centers in two Congolese provinces, Kinshasa and Kongo centr al. We assessed the knowledge and practices regarding preventive measures for sexual transmission of HIV infection, and searched to determine behavioral, sociocultural, and faith-based factors associated with HIV/AIDS KAPs and HIV seropositivity. In the HIV/AIDS KA P s u r v e y , 59.8% o f the 3,869 participants were females (41.2% of males) , 55.4% were teenage school students. Mean age of the participants was 18.3 (+/- 5.2) years; 58% of school students lacked appropriate knowledge on the 6 highrisk behaviors for HIV infection. Overall, “forced sex history” was reported by 28.7% of participants, including 42.2% of teenage school stu dents; of them, 50.8% of forced sex incidents occurred at age < 15 years. Overall HIV positive test rate was 11.1% (10.7% in school stude nts); it was 11.5% in conventional Christian communities (catholic, protestant), 12.9% in participants from liberal Christian/spiritual communities, 12.5% in Muslims, 0% in those from Unificationist community and 12.3% in non-believers. In p r o s p e c t i v e observational study, of the 506 subjects tested there were 2.8% of positive HIV tests (3.2% in school students. In the KAP survey, HIV ser opositivity was positively associated with gender (OR=1.46 (0.5); p<0.05), age of first sex (OR=1.79 (0.6); p<0.01 and history of forced se x (OR=1.59 (0.3); p<0.05); and it was inversely associated with knowledge on risk behaviors for HIV/AIDS (OR=1.97 (0.4); p<0.01) and “religious affiliation (nonconventional vs conventional Christian; OR=1.91 (0.1); p<0.05). In VCT centerbased prospective observational study, HIV seropositivity was positively associated with age (OR=1.47 (0.2); p<0.05) and occupation (sch ool students vs. others; OR=2.57(0.2); p<0.05). Findings from this research project showed that forced sex and religious affiliation are associated with HIV seropositivity in Congolese teenage school students. It is imperative to improve HIV awareness and implem ent school-based health and moral education program targeting the major local risk behaviors.

Purpose: This study compared the effects of two six-week school-based intervention programs - a health promotion program using a school forest and a traditional school health promotion program (TSHPP) - on physical and mental health among elementary school students. Methods: A total of 73 students participated in the study: 21 students in the 6-week school forest program conducted in a rural area and 52 students in the 6-week TSHPP conducted in an urban area. Children's health promotion behavior, depression and hyperactivity were measured using a self-report questionnaire. To assess children’s physical health, body mass index (BMI), body fat percentage, and heart rate variability (HRV) were used. Results: Overall, both intervention programs improved participants' physical and mental health. Both programs significantly decreased the body fat percentage; this effect was more prominent in the TSHPP group. Only the TSHPP significantly decreased the participants’ BMI after the intervention. The school forest group showed significantly improved relaxation and diminished hyperactivity; the TSHPP group showed significantly improved health promoting behavior and social relationship after the intervention. Comparing the two groups’post-pre difference scores, the two groups significantly differed only in social relationship. Both group showed significantly improved depression after the intervention. Conclusion: These findings support the effectiveness of these 6-week school-based health promotion programs in improving physical and mental health among school-aged children.

2018년에 수립된 제4차 영재교육진흥계획에서는 영재교육원의 역할을 특수 분야 재능계발을 위한 심화 및 사사(Research & Education, 이하 R&E) 과정 운영으로 정립하였다. 영재교육원이 영재교육을 성공적으로 수 행하기 위해서는 적절한 수준의 R&E 교육프로그램을 제공할 수 있어야 한다. 본 논문에서는 정보과학 영재 들의 창의적 사고력과 문제해결능력을 향상시키기 위해 컴퓨터 게임을 직접 개발하는 R&E 교육프로그램을 제안한다. 컴퓨터 게임은 화면에 그래픽을 출력하는 기술, 캐릭터와 배경을 움직이는 애니메이션 기술, 캐릭 터 간의 충돌 감지 기술, 사운드 출력, 동영상 출력, 사용자가 편리한 인터페이스 기술 등의 다양한 요소를 포함한 분야이다. 따라서 컴퓨터 게임을 직접 개발해 봄으로써 다양한 게임 요소들을 배우고 정보과학적 개 념과 자료구조 등을 활용하여 알고리즘을 익힐 수 있다. 본 논문에서는 Python과 PyGame을 이용하여 켈러 의 ARCS 모델에 기반한 교육용 게임을 개발하는 R&E 교육프로그램을 제안하였고, 실제 영재교육원의 중학 교 정보과학반 학생들의 R&E 수업에 적용하였다. 학생들은 게임 개발 R&E 수업을 통해 실제 프로그래머들 의 프로그램 개발 과정을 체험할 수 있었고, 주어진 문제 상황들이 프로그램에 의해 어떻게 표현되고 해결되 는지를 탐구하였다. 또한, 학생들이 그동안 게임의 수요자로서 단순히 게임을 즐기기만 했다면, 본 R&E 수업 을 통해 게임의 공급자로써 사용자의 흥미와 동기를 증가시킬 수 있는 방법을 스스로 고안하고 도입할 수 있는 기회를 얻게 되었다.

The 4th Gifted Education Promotion Plan, in 2018, established the role of the Gifted Education Center as a Research & Education (R&E) course for talent development in special fields. To be successful in gifted education, gifted education centers must be able to provide appropriate levels of R&E education programs. In this paper, we propose an R&E education program that develops computer games to improve the creative thinking and problem solving ability of informatics gifted students. Computer games are a field that includes various elements such as the technology of outputting graphics on the screen, the animation technology of moving characters and backgrounds, the collision detection technology between characters, the sound output technology, the video output technology, and the user-friendly interface technology. Therefore, by developing computer games, students can learn various game elements and learn algorithms using informatics concepts and data structures. In this paper, we proposed an R&E education program for developing educational games based on Keller's ARCS model using Python and PyGame, and applied it to the R&E class of middle school informatics class students. Through the game development R&E class, students could experience the program development process of real programmers and explore how given problem situations are represented and solved by the program. In addition, while the students have simply enjoyed playing games as consumers of games, this R & E class gives them the opportunity to devise and include their own ways to increase the interest and motivation of users as suppliers of games.

본 연구의 목적은 스트레스 완화 프로그램이 학교 스트레스, 스트레스 반응 및 스트레스 대처에 미치는 영향을 조사하고 여자 고등학생의 학교 스트레스 수준에 따른 스트레스 완화 프로그램 후 스트레스 반응에 미치는 영향과 영향 요인을 비교하는 것이다. 연구대상은 32 명의 여자 고등학생이 었다. 스트레스 완화 프로그램 후, 학교 스트레스가 낮은 그룹에서 스트레스 대처가 스트레스 반응에 영향을 미치는 유일한 요인이었고 구축된 회귀 모델에서 설명력이 66.0 % (F = 16.27, p = .005) 이었 다. 학교 스트레스가 높은 그룹에서 우정 스트레스와 문제 스트레스 대처는 스트레스 반응에 영향을 미치는 중요한 요소였으며, 구축된 회귀 모델에서 설명력은 47.0 % (F = 9.98, p = .001)이었다. 여자 고등학생에서 스트레스 대처 전략을 향상시키는 스트레스 완화 프로그램은 학교 스트레스와 스트레 스 반응 수준을 감소시키기 위해 고등학교 때부터 시행해야 할 것이다.

The purpose of this study was to investigate the effect of a stress relief program on school stress level and stress response and coping experience of female high school students and to compare the effects and influencing factors by stress level. The study subject includes 32 female high school students in South Korea. After a stress relief program, in the low-stress group, stress coping was the only significant factor influencing stress response and its explanatory power in the constructed regression model was 66.0% (F=16.27, p=.005). In the high-stress group, coping with friendship stress and problematic stress was a significant factor influencing stress response and its explanatory power in the constructed regression model was 47.0% (F=9.98, p=.001). It is found that a stress relief program could improve the stress coping strategies among female high school students and thus should be implemented in high schools to decrease school stress and response levels among adolescents in South Korea.

This study was to promote the business of school dental health program in community area and to present the improvement of oral health between public health center's group of SungDong elementary school, one that started on March 1999, and the control group that is going to operate school oral health center from 2009 in primary school. It was based on the data of more than 10 years running school based oral health section. We compared the data of SungDong group with the one of control group to get a survey of dental caries experience. The preventive effect of the caries was estimated by the difference of DMFT indices between the sample group and control group. The experience rate of caries of the sample was 12.6 percentage lower than the control group and index of the experience rate of caries for the SungDong group was two times less. It showed that the sealing rate of the SungDong group composed of pit and fissure sealant was 67.7 percentage high. The prevention rate which was calculated by DMFT index was 46.34 percentage in the SungDong group that was the highest score for the fifth grade student as a 60.5 percentage. This program contributes to the improvement of the dental caries reduction in this school oral health promotion program.

최근 포괄적 학교체육프로그램은 유·청소년의 신체활동 증진을 목표로 하는 스포츠교육학의 새로운 줄기로 부각되고 있다. 이에 본 연구에서는 신체활동을 촉진하고 건강한 생활 습관 확립의 필요성을 강조하는 포괄적학교체육 프로그램의 구조적 특성과 효과를 탐색하였다. 연구 결과를 바탕으로, 포괄적학교체육프로그램은 학교, 지역 사회 및 가족과의 연대 속에 유·청소년의 적극적인 신체활동 라이프 스타일을 구축하는데 유용한 것으로 나타났다. 포괄적학교 체육프로그램은 양질의 체육교육을 목표로 하는 중고강도 신체활동 확립에 중점을 두며 스포츠교육학에서 신체활동 증진의 필요성을 제안하였다.

Considerable attention has been given to Comprehensive School Physical Activity Program(CSPAP) to promote children’s health and physical activity(PA) in Sport Pedagogy. This study examined the structural characteristics and effects of CSPAP using literature review analysis to comprehensively overview CSPAP model, which emphasizes the necessity of promoting PA and establishing a healthy lifestyle. Based on the results of the study, CSPAP provide health-enhancing PA in conjunction with schools, communities, and family. CSPAP suggested the importance of PA promotion in sport pedagogy via the uptake of moderate-to-vigorous physical activity(MVPA) accrual in line with the goal of high-quality physical education.

Elementary School Teachers’ Perspectives toward the Reading Materials in an Extensive Reading Program Ji-Hyun Byun (Hannam University) The purpose of this research is to explore the perceptions of elementary school teachers toward the reading materials that are likely to be offered in the extensive reading program. A total of twenty elementary school teachers who were undergoing a professional development program participated in the study. They were situated in a print-affluent classroom replete with approximately 1,100 English-language reading materials including graded readers, young-adult books, and children’s books. In the program, the teachers were encouraged to check out any book related to their interests and proficiency levels. Data were collected from multiple sources to enhance the credibility of the study: observation with field notes, learner diaries, and interviews. The findings of the study indicated that the participating teachers showed great fondness for graded readers and perceived them to be appropriate reading materials for their elementary school students. The teachers' positive attitudes toward graded readers originated from these elements: simplified language and interesting content. They also believed that reading such books can be a cornerstone in instilling confidence in learners at elementary schools. Unlike the great popularity of graded readers, other reading materials including young-adult books, best sellers, magazines, and newspapers received less attention mainly due to colloquial language and a high level of text-difficulty.