쓰기장애 위험군 학생의 조기선별 정확성을 위한 그림-단어제시검사의 신뢰도와 예측 타당도 연구: 2년간의 종단자료
Examining Predictive Validity and Reliability of Picture-Word Prompt Measure for Identifying Struggling Beginning Writers: 2 Year-Longitudinal Data
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
본 연구는 쓰기 위험군 초등학교 저학년(1,2학년)학생들을 조기에 선별할 수 있는 목적으로 사용이 가능한 저학년용 쓰기검사 도구를 개발하고 측정학적 적합성을 평가하는 주된 목적을 갖고 있다. 특히 본 연구에서는 그림-단어제시검사를 활용하여 쓰기 위험군 학생의 조기선별 여부를 검증하고 있다. 본 연구에 참여한 연구대상 학생은 A시에 소재하고 있는 B 초등학교 42명이었다. 검사에서 사용된 분석방법은 신뢰도와 예측타당도를 분석하기 위해서 피어슨 상관계수를 사용하였으며 진단의 정확성을 측정하기 위해서 ROC 곡선 분석방법이 사용되었다. 본 연구결과에 따르면, 그림-단어제시검사는 양호한 신뢰도와 타당도를 나타내는 것으로 확인되었다. 또한 ROC 곡선 분석에서 제공된 절단점 점수를 활용할 경우 진단의 정확성이 양호한 것으로 확인되었다. 마지막으로 본 연구의 의의와 제한점에 대하여 논의하였다.
Abstract
The main purpose of this study was to develop and evaluate writing measures for early screening for first-second graders at risk. Especially, in this study, picture-word prompt measure was used as a measure for identifying struggling beginning writers. In this study, 42 students from B elementary school in the A city were participated. In order to evaluate alternate-form reliability and predictive validity, pearson correlation-coefficients were used, while ROC curve analyses were used for evaluating accuracy of classification. This study showed that the picture-word prompt measure could be considered as an adequate indicator of predicting struggling beginning writers. In addition, the use of ROC curve analyses resulted in increasing the probability of accuracy of classification. Implication for research and practices are presented.
참고문헌 (35)
- 김동일, "기초학습기능 수행평가체제 : 쓰기 검사" (2008), 학지사
- 여승수, "중재반응모형 활용을 위한 수학 CBM 검사의 신뢰도 및 예측 타당도 검사", 학습장애연구, 9(1), pp.89~105 (2012), 한국학습장애학회[DOI]
- 여승수, "측정시간 차이에 따른 수학 CBM 검사 결과의 비교: 학습장애 선별 모형인 중재반응모형에서의 활용을 위하여", 학습장애연구, 9(2), pp.53~69 (2012), 한국학습장애학회[DOI]
- 여승수, "수학 학습장애 진단을 위한 교육과정중심측정(CBM) 기울기의 효율적인 측정주기 분석", 학습장애연구, 10(1), pp.69~86 (2013), 한국학습장애학회
- Berninger, V. W., "Tier 1 and tier 2 early intervention for handwriting and composing", Journal of School Psychology, 44, pp.3~30 (2006)
- Berninger, V. W., "Writing problems in developmental dyslexia : Under-recognized and under-treated", Journal of School Psychology, 46, pp.1~21 (2008)
- Campbell, H., "The technical adequacy of Curriculum-based measurement passage copying with secondary school English language learners", Reading &Writing Quarterly, 26, pp.289~307 (2010)
- Coker, D. R., "Curriculum-based measurement of writing in kindergarten and first grade : An investigation of production and qualitative scores", Exceptional Children, 76, pp.175~193 (2010)
- Crocker, L., "Introduction to classical and modern test theory" (1986), Holt Rinehart & Winston
- Deno, S. L., "Curriculum-based measurement : The emerging alternative", Exceptional Children, 52(3), pp.219~232 (1985)
- Deno, S., "The nature and development of curriculum-based measurement", Preventing School Failure, 36(2), pp.5~10 (1992)
- Deno, S. L., "Developments in curriculum-based measurement", Journal of Special Education, 37(3), pp.184~192 (2003)
- Deno, S. L., "Valid measurement procedures for continuous evaluation of written expression", Exceptional Children Special Education and Pediatrics : A New Relationship, 48, pp.368~371 (1982)
- Espin, C., "Identifying indicators of written expression proficiency for middle school students", Journal of Special Education, 34, pp.140~153 (2000)
- Fuchs, D., "Introduction to response to intervention: What, why, and how valid is it?", Reading Research Quarterly, 41(1), pp.92~ (2006)
- Fuchs, D., "Responsiveness-to-intervention : Definitions, evidence, and implications for the learning disabilities Construct", Learning Disabilities Research & Practice, 18(3), pp.157~171 (2003)
- Graham, S., "A meta-analysis of writing instruction for adolescent students", Journal of Educational Psychology, 99, pp.445~476 (2007)
- Haager, D., "Evidence-based reading practices for response to intervention" (2007), Paul Brooks Publishing Co
- Hintze, J. M., "A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing", School Psychology Review, 34(3), pp.372~386 (2005)
- Lembke, E., "Identifying an indicator of growth in early writing proficiency for elementary school students", Assessment for Effective Intervention, 28(3), pp.23~35 (2003)
- Lienemann, T. O., "Improving the writing performance of struggling writers in second grade", Journal of Special Education, 40(2), pp.66~78 (2006)
- McMaster, K. L., "New and existing curriculum-based writing measures : Technical features within and across grades", School Psychology Review, 37, pp.550~556 (2008)
- McMaster, K. L., "Technical features of curriculum-based measures for beginning writers", Journal of Learning Disabilities, 42, pp.41~60 (2009)
- McMaster, K. L., "Curriculum-based measures of beginning writing : Technical features of the slope", Exceptional Children, 77, pp.185~206 (2011)
- McMaster, K. L., "Curriculum-based measurement in writing : A literature review", Journal of Special Education, 41, pp.68~84 (2007)
- McMaster, K. L., "Using curriculum-based measurement for beginning writers within a response to intervention framework", Reading Psychology, 33, pp.190~216 (2012)
- "The neglected “R”: The need for a writing revolution" (2003)[URL]
- Parker, D. C., "Modeling early writing growth with curriculum-based measures", School Psychology Quarterly, 26(4), pp.290~304 (2011)
- "The nation’s report card: Writing 2002" (2003)[URL]
- Puranik, C. S., "Early Writing Deficits in Preschoolers With Oral Language Difficulties", Journal of Learning Disabilities, 45(2), pp.179~190 (2012)
- Riedel, B. W., "The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students", Reading Research Quarterly, 42(4), pp.546~567 (2007)
- "The nation’s report card: Writing 2007" (2008)[URL]
- Shanahan, T., "Adolescent research and practice", pp.59~73 (2004), Guilford
- Swets, J. A., "Measuring the accuracy of diagnostic systems", Science, 240(4857), pp.1285~1293 (1988)
- Correct word sequences: A valid indicator of proficiency in written expression, "Videen, J.", University of Minnesota, Institute for Research on Learning Disabilities, ~, pp.Report No. IRLD-RR-84 (1982)