'호랑이 문장작성전략'이 중학교 쓰기학습부진 학생의 문장쓰기 능력에 미치는 효과

Abstract

The purpose of this study was to investigate the effects of Horangee Sentence Writing Strategies on improving the writing abilities of middle school students delayed in Writing. In this study, a multiple-probes design across the subjects was used to examine the effects of Horangee strategies on the writing abilities of students delayed in Writing. Three students delayed in Writing, seventh-graders at a middle school in G metropolitan city, were selected to participate in this study. The selection criteria included: (a) IQ at normal range, (b) achievement scores in Korean below the bottom 10 percentile, and (c) writing abilities with more than two years' delay on KISE-BAAT. The independent variable was the implementation of Horangee Sentence Writing Strategies, which consisted of 13 units to teach major sentencecomponents (e.g., subjects, objects, etc.) using a mnemonic strategy for rela-ting each of the sentence components to 5W and 1H: "A tiger gave birth to an offspring in a cave at night to avoid the eyes of people". The participants' writing abilities were assessed in two measures; one measure was to have the students identify each of the sentence components after reading different sentences on evaluation worksheets, while the other measure was to have the participants write their own sentences which were evaluated by the researcher. The results showed the effects of "Horangee" strategies on improving the sentence writing abilities but, not attitudes toward writing of the three students elayed in Writing. The participants showed an increase in sentence components identification scores from a mean of 47 during the baseline phase to a mean of 84 during the intervention phase and maintained such an effect by obtaining a mean of 84 during the maintenance phase. They also showed an increase in the sentence writing scores from a mean of 36 during the baseline phase to a mean of 84 and maintained such an effect by obtaining a mean of 83 at the maintenance phase. The results imply that "Horangee" strategies can be employed to improve sentence writing skills of middle school students delayed in Writing.