쓰기능력에 따른 철자학습의 효과
The effects of differentiated spelling instruction on elementary school students’ writing ability
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the effectiveness of differentiated spelling instruction in the elementary school classroom. To this end, 121 5th graders in Gyung-gi Province were selected. Students were divided into experimental and control group, and both groups were further divided into three sub-groups according to their spelling level. The experimental group was taught using differentiated spelling instruction that focused on spelling pattern, while the control group was taught using only ordinary writing instruction. After experiment, students were given tests focused on spelling knowledge and students spelling was analyzed in relation to the aspect of spelling development. The conclusions drawn are as follows. First, the experimental group showed significant improvement in the spelling knowledge compared to the control group. Second, the three differentiated levels in experimental group showed great achievement of spelling patterns and in word meanings. The students in the lower level experimental group particularly showed the greatest improvements than other two upper groups in word writing tasks. Third, the experimental group as a whole showed greater progress in spelling development. This result confirms the effect of differentiated spelling instruction on progressing students’ spelling development. Based on the results, suggestions for better spelling instruction were provided.
Abstract
The purpose of this study is to investigate the effectiveness of differentiated spelling instruction in the elementary school classroom. To this end, 121 5th graders in Gyung-gi Province were selected. Students were divided into experimental and control group, and both groups were further divided into three sub-groups according to their spelling level. The experimental group was taught using differentiated spelling instruction that focused on spelling pattern, while the control group was taught using only ordinary writing instruction. After experiment, students were given tests focused on spelling knowledge and students spelling was analyzed in relation to the aspect of spelling development. The conclusions drawn are as follows. First, the experimental group showed significant improvement in the spelling knowledge compared to the control group. Second, the three differentiated levels in experimental group showed great achievement of spelling patterns and in word meanings. The students in the lower level experimental group particularly showed the greatest improvements than other two upper groups in word writing tasks. Third, the experimental group as a whole showed greater progress in spelling development. This result confirms the effect of differentiated spelling instruction on progressing students’ spelling development. Based on the results, suggestions for better spelling instruction were provided.
참고문헌 (31)
- 고정민, "교수법, 영어로 진행하는 영어수업, 원어민 교사 및 수준별 수업을 중심으로 살펴본 초등 영어교육 실태", 영어교과교육, 9(3), pp.101~118 (2010), 한국영어교과교육학회
- 교육과학기술부, "외국어과 교육과정(Ⅰ). 교육과학기술부 고시 제2008-160호 (별책 14)", ~ (2008)
- 진경애, "초등 영어 교사 및 학생이 인식하는 효율적인 교수 학습 방법에 관한 연구", 초등영어교육, 16(2), pp.137~156 (2010), 한국초등영어교육학회
- 김진철, "초등학교와 중학교 영어교솨서의 네 가지 기능 지도비율에 대하여", 초등영어교육, 9(1), pp.51~68 (2003), 한국초등영어교육학회
- 방성배, "단어구조분석 학습이 초등학생의 단어쓰기 능력에 미치는 영향", 석사, 어린이영어교육, pp.2009
- 이윤, "초등학생의 영어 스펠링 쓰기 양상", Foreign Languages Education, 14(3), pp.231~256 (2007), 한국외국어교육학회
- 이윤, "2008 개정 교육과정에 의한 초등영어 교과서의 해독가능도 분석", Foreign Languages Education, 19(2), pp.177~199 (2012), 한국외국어교육학회[DOI]
- 영어과 수준별 교육과정 운영 및 평가 방안 연구, "최진황", 한국교육과정평가원, ~ (2000)
- Adams, M. J., "Beginning to read: Thinking and learning about print" (1990), MIT Press
- Apel, K., "What is orthographic knowledge?", Language, Speech, and Hearing Service in Schools, 42, pp.592~603 (2011)
- Bear, D. R., ""Learning to fasten the seat of my union suit without looking around" : The synchrony of literacy development", Theory into Practice, 30, pp.149~157 (1991)
- Bear, D. R., "Words their way: Word study for phonics, vocabulary, and spelling instruction", pp.2004, Pearson
- Berninger, V., "Lower level developmental skills in beginning writing", Reading and Writing : An Interdiscplinery Journal, 4, pp.257~280 (1992)
- Bryant, P. E., "Cognitive processes in spelling", pp.355~372 (1980), Academic press
- Chall, J., "Stages of reading development" (1983), McGrow-Hill
- Ehri, L. C., "Cognitive processes in spelling", pp.311~338 (1980), Academic Press
- Ehri, L. C., "Learning to read and spell words", Journal of Reading Behavior, 19, pp.5~31 (1987)
- Ehri, L. C., "Literacy and language analysis", pp.21~43 (1993), Earlbaum
- Gill, C. H., ""Why do they get it on Friday and misspell it on Monday?"Teachers inquiring about their students as spellers", Language Arts, 73(2), pp.89~96 (1996)
- Gill, J. T., "Development of word knowledge as it relates to reading, spelling, and instruction", Language Arts, 69, pp.444~453 (1992)
- Graham, S., "Effective spelling instruction", The Elementary School Journal, 85(5), pp.560~567 (1983)
- Henderson, E., "Learning to read and spell: The child’s knowledge of words" (1981), Northern Illinois Press
- Lundberg, I., "Effects of an extensive program of stimulating phonological awareness in preschool children", Reading Research Quarterly, 23, pp.263~284 (1988)
- Owen, R., "Those spelling demons-They make the children shrinque", Illinois Education, 22, pp.165~ (1952)
- Perfetti, C. A., "Reading ability" (1985), Oxford University Press
- Perfetti, C. A., "Reading acquisition", pp.145~174 (1992), Erlbaum
- Read, C., "Pre-school children’s knowledge of English phonology", Harvard Educational Review, 41(1), pp.1~34 (1971)
- Schlagal, R., "The intergral character of spelling : Teaching strategies for multiple purposes", Language Arts, 69(6), pp.418~424 (1992)
- Stanovich, K. E., "Matthew effects in reading : Some consequences of individual differences in the acquisition of literacy", Reading Research Quarterly, 21, pp.360~406 (1986)
- Templeton, S., "Development of orthographic knowledge and the foundations of literacy: A memorial Festschrift for Edmund H. Henderson" (1992), Erlbaum
- Zutell, J., "Reading and spelling connections in third and fifth grade students", Reading Psychology, 10, pp.137~154 (1989)