본 연구는 학령기 경계선지능 언어발달장애아동의 글쓰기특성을 알아보고자 초등학교 4학년부터 6학년까지 11명의 경계선지능 언어발달장애아동과 이들과 학년이 일치된 11명의 일반아동을 K-WISC Ⅲ의 동작성 지능 검사와 언어문제해결력, K-WISC Ⅲ의 언어이해요인을 사용하여 대상으로 선정한 후 그림보고 이야기 쓰기를 하도록 한 결과를 쓰기지식의 하나인 명제적지식의 내용지식, 언어지식, 텍스트맥락지식을 각각 하위요소들로 구분하여 살펴보았다. 연구결과 첫째, 경계선지능 언어발달장애아동은 내용지식을 제외한 언어지식, 텍스트맥락 지식에서 일반아동에 비해 유의하게 낮은 수행을 보여주었다. 둘째, 각각의 지식의 하위요소에 대한 집단간의 비교결과 내용지식은 모든 하위요소에서 경계선지능 언어발달장애아동과 일반아동집단 간 유의차가 없었고, 언어적 지식에서는 구두점, 부호, 문장의 시제, 주어동사일치, 어순, 문장형식, 텍스트맥락지식에서는 어휘와 표현의 적절성이 유의하게 일반아동에 비해 낮았다. 셋째, 지능, 생활연령, 언어능력과 글쓰기와의 관계에서 경계선지능언어발달장애아동과 일반아동 모두 유의한 관련을 보이지 않았다. 후속연구로서 경계선지능 언어발달장애아동의 글쓰기 연구에서 글쓰기오류분석과 쓰기전략인 절차적지식과 또한 각 개인의 쓰기태도에 대한 연구가 함께 이루어져 전반적인 쓰기지식에 대한 추후연구가 필요하겠다.
본 연구는 학령기 경계선지능 언어발달장애아동의 글쓰기특성을 알아보고자 초등학교 4학년부터 6학년까지 11명의 경계선지능 언어발달장애아동과 이들과 학년이 일치된 11명의 일반아동을 K-WISC Ⅲ의 동작성 지능 검사와 언어문제해결력, K-WISC Ⅲ의 언어이해요인을 사용하여 대상으로 선정한 후 그림보고 이야기 쓰기를 하도록 한 결과를 쓰기지식의 하나인 명제적지식의 내용지식, 언어지식, 텍스트맥락지식을 각각 하위요소들로 구분하여 살펴보았다. 연구결과 첫째, 경계선지능 언어발달장애아동은 내용지식을 제외한 언어지식, 텍스트맥락 지식에서 일반아동에 비해 유의하게 낮은 수행을 보여주었다. 둘째, 각각의 지식의 하위요소에 대한 집단간의 비교결과 내용지식은 모든 하위요소에서 경계선지능 언어발달장애아동과 일반아동집단 간 유의차가 없었고, 언어적 지식에서는 구두점, 부호, 문장의 시제, 주어동사일치, 어순, 문장형식, 텍스트맥락지식에서는 어휘와 표현의 적절성이 유의하게 일반아동에 비해 낮았다. 셋째, 지능, 생활연령, 언어능력과 글쓰기와의 관계에서 경계선지능언어발달장애아동과 일반아동 모두 유의한 관련을 보이지 않았다. 후속연구로서 경계선지능 언어발달장애아동의 글쓰기 연구에서 글쓰기오류분석과 쓰기전략인 절차적지식과 또한 각 개인의 쓰기태도에 대한 연구가 함께 이루어져 전반적인 쓰기지식에 대한 추후연구가 필요하겠다.
The aim of this study is to investigate the characteristics of writing in school-aged borderline intelligence children with language disorder compared with normal children by the analysis of declarative knowledge. 11 borderline intelligence children with language disorder(BI-LD) and 11 normal childr...
The aim of this study is to investigate the characteristics of writing in school-aged borderline intelligence children with language disorder compared with normal children by the analysis of declarative knowledge. 11 borderline intelligence children with language disorder(BI-LD) and 11 normal children(NC) participated in this study, they were 4-6 grade elementary school students. BI-LD had borderline performance IQ(PIQ)(70-85) in K-WISC Ⅲ, and language disorder-verbal comprehension factor index of K-WISC Ⅲ <85, Test of Problem Solving <-1.25SD. Normal children had normal PIQ(85-115), and had no language impairment-verbal comprehension factor index of K-WISC Ⅲ 85-115, Test of Problem Solving -1SD< <+1SD. All students had no other disorder which could effect on the language ability. They were presented the picture "Farm" (Kenneth & Julie, 2004), and were requested to write the story about "Farm". We compared declarative knowledge between two groups. Declarative knowledge content contains 7 knowledge of contents, 5 knowledge of text structure, 4 knowledge of text coherence. There was no significant difference in the knowledge of contents between two groups. But there were significant differences in the knowledge of text structure and knowledge of text coherence. Subtests results of knowledge of contents in BI-LD were not different from those in NC. BI-LD got lower score in some subsets of knowledge of text structure-punctuation mark, other marks, subject-verb agreement, word order, sentence pattern, and some subsets of knowledge of text coherence-right vocabulary and expression- compared with NC. There was no significant correlation between PIQ, age, language abilities and writing abilities. Above results suggests that BI-LD have much difficulties in the knowledge of text structure and the knowledge of text coherence than in the knowledge of contents in the writing activities. These results could be applied to the teaching of writing in borderline intelligence children.
The aim of this study is to investigate the characteristics of writing in school-aged borderline intelligence children with language disorder compared with normal children by the analysis of declarative knowledge. 11 borderline intelligence children with language disorder(BI-LD) and 11 normal children(NC) participated in this study, they were 4-6 grade elementary school students. BI-LD had borderline performance IQ(PIQ)(70-85) in K-WISC Ⅲ, and language disorder-verbal comprehension factor index of K-WISC Ⅲ <85, Test of Problem Solving <-1.25SD. Normal children had normal PIQ(85-115), and had no language impairment-verbal comprehension factor index of K-WISC Ⅲ 85-115, Test of Problem Solving -1SD< <+1SD. All students had no other disorder which could effect on the language ability. They were presented the picture "Farm" (Kenneth & Julie, 2004), and were requested to write the story about "Farm". We compared declarative knowledge between two groups. Declarative knowledge content contains 7 knowledge of contents, 5 knowledge of text structure, 4 knowledge of text coherence. There was no significant difference in the knowledge of contents between two groups. But there were significant differences in the knowledge of text structure and knowledge of text coherence. Subtests results of knowledge of contents in BI-LD were not different from those in NC. BI-LD got lower score in some subsets of knowledge of text structure-punctuation mark, other marks, subject-verb agreement, word order, sentence pattern, and some subsets of knowledge of text coherence-right vocabulary and expression- compared with NC. There was no significant correlation between PIQ, age, language abilities and writing abilities. Above results suggests that BI-LD have much difficulties in the knowledge of text structure and the knowledge of text coherence than in the knowledge of contents in the writing activities. These results could be applied to the teaching of writing in borderline intelligence children.
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