단순언어장애아동, 경계선지능 언어발달장애아동, 일반아동의 쓰기지식특성

• 영문명: A Comparative Study on the Characteristics of Writing Knowledge among Children with Specific Language Impairment, Those with Borderline Intelligence-Language Impairment, and Normal Children
• 발행기관: 한국특수교육학회
• 저자명: 유경(Yu Gyung) 정은희(Jeong Eunhee)
• 간행물 정보: 『특수교육학연구』제43권 제2호, 217~236쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2008.09.30

국문 초록

  본 연구는 학령기 아동 중 단순언어장애아동, 경계선지능언어발달장애아동과 일반아동의 쓰기지식의 특성을 알아보기 위하여 단순언어장애아동 16명, 경계선지능 언어발달장애 아동 14명, 일반아동 26명을 대상으로 이야기 쓰기와 이야기 들은 후 다시쓰기를 실시하였다. 수집된 글쓰기 자료에 대하여 쓰기지식 중에서 명제적 지식의 내용지식, 언어지식, 텍스트맥락지식 및 절차적 지식의 총점과 세부항목에 대하여 세집단 간 차이를 살펴보았다. 연구결과 명제적지식과 절차적 지식에서 단순언어장애아동과 경계선지능언어 발탈장애아동이 일반아동에 비해 낮은 수행을 보였고 특히 명제적지식의 하위요인인 언어지식에 있어서 경계선지능언어발달장애아동이 단순언어장애아동에 비하여 낮은 수행을 나타내었다.

영문 초록

  The purpose of this study was to examine and compare the characteristics of writing knowledge among three groups of school-aged children: those with specific language impairment(BI-LI group), those with borderline intelligence-language impairment(BI-LI group), and normal children(NC group). A total of 101 elementary school children in grades from four to six were recruited from Chonbuk province and three groups of 56 children were finally selected to participate in this study.
  All the participants were asked to write stories after looking at the picture "Farm", as well as after listening to a story "Enju and the Animals". Their writings were evaluated in terms of two types of writing knowledge(Propositional, Strategic).
  The major findings for each of the research questions were as follows: First, the NC group scored significantly higher in propositional knowledge than did either the SLI group or the BI-LI group. The SLI group scored significantly higher in language knowledge, a subtype of the propositional knowledge, than did the BI-LI group. For all the groups, the score in declarative knowledge was higher than the scores either in language knowledge or in text knowledge.
  Second, the NC group scored significantly higher in strategic knowledge than did either the SLI group or the BI-LI group. There was, however, no statistically significant difference in strategic knowledge between the SLI group and the BI-LI group.
  These results suggest that there are some differences in writing characteristics between the SLI and BI-LI groups, whereas previous studies imply that there are more similarities than differences between the two groups. The results also indicate that further studies on spoken and written language of the SLI and BI-LI children need to be conducted for developing intervention programs which are appropriate for such children.

목차

〈요약〉
Ⅰ. 서론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논의 및 결론
참고문헌
Abstract
〈부록〉

키워드

단순언어장애 경계선지능언어발달장애 쓰기지식 borderline intelligence language disorder specific language impairment writing knowledge