Abstract
Based on an analysis of reading directions in Korean language textbooks, and of Korean and English comprehension items for high school graduates nationally administered in 1980 and 1981, reading comprehension in Korean is characterized as a text-oriented approach that adopts a text (or a connected discourse) as the unit of meaning and language. Items for analysis were categorized, before being tallied, into comprehension results, and textuality. Based on the results, (1) "reading between the texts," (2) integration of production and comprehension, and (3) textuality were discussed. Reading comprehension in English as a foreign language in Korea seems to be far less text-oriented than the Korean reading comprehension.
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