자기조정전략 교수가 쓰기학습장애 아동의 쓰기 능력에 미치는 영향
Effects of Self-Regulated Strategy Development Instruction on Writing Ability for Children with Writing Disabilities
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본 연구의 목적은 자기조정전략(Self-Regulated Strategy Development) 교수가 쓰기학습장애 아동의 쓰기 능력에 미치는 영향을 알아보기 위한 것이다. 이를 위해 3명의 4학년 쓰기학습장애 아동이 연구에 참여하였고 대상자간 중다간헐기초선 설계(multiple probe baseline design across the participants)를 사용하여 10주 동안 기초선, 중재, 일반화, 유지 순으로 실험이 실시되었다. 그 결과, 중재 이후 대상 아동의 이야기 글의 내용과 길이가 향상되었으며 쓰기 시간이 증가하였다. 향상된 글의 내용은 일반화되었으며 글의 길이는 부분적으로 일반화되었다. 향상된 글의 내용과 쓰기 시간은 유지되었으며 글의 길이는 부분적으로 유지되었다. 본 연구를 바탕으로 후속 연구에서는 자기조정전략 쓰기교수가 쓰기의 정확성 면에서도 효과적인지 살펴볼 필요가 있다.
Abstract
The purpose of this study was to examine the effects of Self-Regulated Strategy Development instruction on the writing ability of children with writing disabilities. Three fourth grade students identified with writing disabilities participated in the present study, which was conducted for 10 weeks. A multiple probe baseline design across the participants was employed, and the data were collected by baseline, intervention, generalization, and maintenance. The results indicated that Self-Regulated Strategy Development instruction had a positive impact on participants' writing ability; the quality of writing, the length of writing, and the amount of writing time. The improved writing ability was partially generalized and maintained. In the future research, it is necessary to examine the effects of Self-Regulated Strategy Development model on the correctness of writing. Moreover, standardized assessment tool and criteria to measure the quality of writing need to be developed.
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