초등학생의 철자 및 인지 언어 능력과 작문 성취도와의 관련성
The Relationships among Spelling, Cognitive-Linguistic Skills and Written Expression
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본 연구의 목적은 초등학교 학생의 작문 성취도에 대한 예측 변인을 살펴보고자 하였다. 특히, 본 연구에서는 철자 및 인지 언어 변인을 투입하여, 작문 성취도에 대한 예측력이 대상 학생의 학년군 및 작문 성취도의 하위 영역에 따라 상대적 예측력이 어떠한 양상으로 나타나는지를 살펴보고자 하였다. 이를 위하여 초등학교에 재학 중인 595명의 학생(1~3학년의 저학년군 290명, 4~5학년의 고학년군 305명)을 대상으로 작문 성취도 평가와 작문 성취도에 대한 예측 변인인 철자 및 인지 언어 변인 검사를 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 빠른 자동 이름대기와 철자가 모든 학년군(저학년군, 고학년군)과 모든 작문 성취도의 하위 영역(Curriculum Based Measurement-전체 어절 수 및 Curriculum Based Measurement-올바르게 이어진 어절 수)에서 유의한 변인으로 나타났다. 둘째, 저학년군에서는 철자가 CBM-전체 어절 수 및 CBM-올바르게 이어진 어절 수 모두에서 유의한 변인으로 나타난 반면, 고학년군에서는 철자가 CBM-전체 어절 수에 대해서는 유의한 변인이 아닌 것으로 나타났다. 본 연구의 결과 요약 연구의 한계점 및 추후 연구에 관한 제언이 논의되었다.
Abstract
The purpose of the study was to examine the predictive variables of written expression of elementary school students. In particular, this study attempted to examine how the predictive variables and their amount of predictability of written expression differ by students' grade level and the subareas of written expression. For this purpose, 595 students (290 in lower grade group and 305 in upper grade group) in grades 1 to 6 were administered for spelling and cognitive-linguistic tests as predictive variables and for written expression as a criterion variable. The main findings are as follows. First, rapid automatized naming and spelling were significant predictive variables in all grade groups and all subareas of written expression. Second, in the lower grade group the spelling was found to be a significant predictive variable in all subareas(i.e., total number of eojeol, correct eojeol sequence) whereas in the upper grade group the spelling was not a significant variable for written expression measured by the total number of eojeol. Summary of the results, implications for the practice, limitations of the study and suggestions for future research were discussed.
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