초등 2, 4, 6학년 아동의 서두제시를 통한 이야기 쓰기 발달 특성

Abstract

ABSTRACT

Writing development of narrative story with lead-in sentences in second, fourth and sixth graders

Lee, Hye-Won Advisor: Yoon, Hyojin Department of Speech-Language Pathology Graduate School of Chosun University

Writing is a method with which school-age children can express themselves and a tool of their learning. Children start to learn how to spell after entering school and can ultimately creat the text of a narrative story with cohesion. Because the problem of writing can cause difficulty of academic achievement in students’ whole school-age, it is the time when developmental grounds for writing evaluation and intervention are needed. Writing a narrative story is the start point of school-age children’s writing in various genres, and is useful to evaluate their writing ability. Specifically, story writing with lead-in sentences is effective way to identify children’s writing ability because writing a lead-in sentence means opening a sentence and adding a new sentence, so it can help children reduce their buren of writing. Writing product could be analyzed in microstructure and macrostructure. Microstructure is used to analyze how an individual sentence is structured. So, it is possible to analyze vocabulary production, syntax complexity, sentence accuracy, and spelling. Macrostructure is used to analyze writing organization, story grammar, and content cohesion. In order to look into school-age children’s ability of writing a story, both microstructure and macrostructure need to be analyzed. However, most previous studies focused on the analysis on microstructure. This study investigated the writing development of a narrative story with lead-in sentences in elementary second, fourth, and sixth graders in terms of microstructure and macrostructure. In microstructure, sentence completion, syntax, grammar, and spelling were analyzed. In macrostructure, writing cohesion was analyzed.

The study issues are established as follows: 1) Is the microstructure(sentence completion, syntax, grammar, and spelling) of writing a narrative story with lead-in sentences significantly different depending on second, fourth, and sixth graders?

2) Is the macrostructure(cohesion) of writing a narrative story with lead-in sentences significantly different depending on second, fourth, and sixth graders?

The participants of this study were sixty five general students in elementary school: twenty six students with second grade, nineteen students with fourth grade, and twenty students with sixth grade. They should scored at or above 80 scores on the nonverbal intellilgence test of K-CTONI-2, and obtained the standard deviation of –1 and more as the receptive vocabulary test of the Receptive and Expressive Vocabulary Test(REVT). In addition, according to the report of teachers, they were found to have no problem with their nerves, motion, and senses and to able to write in their own handwriting with the use of writing materials. In order to assess writing skills, the writing subtest of the Korean version of the Clinical Evaluation of Language Fundamentals-Fifth Edition(CELF-5; Wiig, Secord & Semel, 2013)was used. The writing task consists of six questions, which are a title, 1 - 2 introduction sentences related to the title, and incomplete sentences with lead-in sentences. The children were asked to complete the incomplete sentences and add 1 - 3 sentences that connect with previous sentences. In terms of microstructure, sentence completion was evaluated on the basis of the point that ‘the meaning of a sentence makes sense and the sentence is right and complete. Syntax scoring was based on the syntax structure(short sentence or complex sentence). Grammar scoring was based on whether the sentence has grammatical errors. Spelling scoring was based on errors of spelling, punctuation marks, and spacing words in a sentence. In terms of macrostructure, cohesion was evaluated on the basis of the point that a written sentence has cohesive connection with introduction sentences.

The results and suggestions of this study are presented as follows: Firstly, in microstructure, regarding the sentence completion of a narrative story with lead-in sentences written in second, fourth, and sixth graders, the average scores increased with a rise in their grade, but there was no significant difference between grades. It meant that the experience of writing a story with sentences that include main components, ending forms, and proper punctuation mark was accumulated from a early grade of elementary school. Regarding syntax, the upper grade they had, the more they used a complex sentence, and there was a significant difference between second and sixth graders, and between fourth and sixth graders. It means that with a rise in their grade, complexity of thinking was applied to their sentences, and that syntax development continued in their school age. Regarding grammar, the upper grade they had, the less they had grammatical errors, and there was a significant difference between second and fourth graders, and between second and sixth graders. Regarding spelling, with a rise in their grade, their errors of spelling, punctuation marks, and spacing words were decreased so that the accuracy of writing increased, and there were significant differences between all graders. It could be explained by the depth of orthography. In transparent orthography, children could acquire spelling early and quickly compared to those in the opaque orthography. It was found that spelling development continued in their whole school age. Secondly, in macrostructure, regarding cohesion of a narrative story with lead-in sentences written in second, fourth, and sixth graders, with a rise in their grade, they were able to write sentences related to a title, and there was a significant difference between second and fourth graders, and between second and sixth graders. It meant that with a rise in their grade, they used a variety of complex sentences to increase cohesion, and were able to have more developed cohesion. This study analyzed the writing development of school-age children with the use of their writing of a narrative story with lead-in sentences in terms of microstructure and macrostructure. The result of this study provide developmental patterns of writing and could be used for evaluation and intervention for children with writing problems.