지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.2
- 수록면
- 144 - 155 (12page)
- DOI
- 10.13000/JFMSE.2018.02.30.1.144
이용수
초록· 키워드
오류제보하기
The purpose of this study was to investigate the writing achievement of elementary students at risk for writing disabilities. A total of 96 children(Grades 1∼6) of elementary students in the region of P-city were participated. In this sample, 41 children were identified as students at risk for writing disabilities and 55 children were identified as typical students. For the purpose, we examined and analyzed the writing fluency, spelling and composition. The results are as follows; First, the average scores of writing skills of elementary students at risk for writing disabilities were lower than typical students. Second, there were significant differences in all of writing skills among four groups. The post hoc comparisons indicated that the writing fluency performance of lower grade elementary students at risk was significantly lower than of upper grade students at risk and typical. And the writing fluency performance of upper grade elementary students at risk was significantly higher than that of lower grade typical students. The spelling performance of lower grade elementary students at risk was significantly lower than that of lower grade typical students, upper grade students at risk and typical. And the spelling performance of upper grade elementary students at risk was significantly lower than that of upper grade typical students. The composition performance of lower and upper grade elementary students at risk was significantly lower than that of lower and upper grade typical students. In conclusion, the results show that generally the writing abilities of elementary students at risk for writing disabilities is poorer than typical students. Our finding is useful to develop instruction for the students at risk for writing disabilities.
목차
Abstract
Ⅰ. 서론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논의 및 결론
References
참고문헌 (54)
참고문헌 신청
[학술지(정기간행물)] - 배성미 / 2002 / ‘협동적 쓰기’ 교수가 초등 작문장애 학생의 쓰기표현력에 미치는 효과 / Communication Sciences and Disorders 7 (2) : 225 ~ 247
[학술지(정기간행물)] - Bangert-Drowns, R. L. / 2004 / The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis / Review of Educational research 74 (1) : 29 ~ 58
[학술지(정기간행물)] - Berninger, V. W. / 1996 / A process model of writing development across the life span / Educational Psychology Review 8 (3) : 193 ~ 218
[학술지(정기간행물)] - Berninger, V. W. / 1998 / Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework / Journal of Educational Psychology 90 : 587 ~ 605
[단행본] - Bos, C. S. / 2006 / Strategies for teaching students with learning and behavior problems / Allyn & Bacon
[학술지(정기간행물)] - Bangert-Drowns, R. L. / 2004 / The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis / Review of Educational research 74 (1) : 29 ~ 58
[학술지(정기간행물)] - Berninger, V. W. / 1996 / A process model of writing development across the life span / Educational Psychology Review 8 (3) : 193 ~ 218
[학술지(정기간행물)] - Berninger, V. W. / 1998 / Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework / Journal of Educational Psychology 90 : 587 ~ 605
[단행본] - Bos, C. S. / 2006 / Strategies for teaching students with learning and behavior problems / Allyn & Bacon
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UCI(KEPA) : I410-ECN-0101-2018-454-001769345