용언 활용 중심의 쓰기 중재 프로그램이 학령기 경계선 지능 아동의 철자쓰기 정확도에 미치는 효과

Abstract

An inflectional predicate is a phenomenon in which verbs change their endings and are combined in various forms with their stems to express certain grammatical relationships. Also, inflectional predicates are one of the Korean grammars that best reveal the characteristics of Hangeul, which has a relationship between letters and sounds and maintains morphemes. Spelling is a basic skill in writing and one of the areas that children with borderline intellectual functioning struggle with. In order to improve the spelling ability of children with borderline intelligence functioning, it is necessary to prepare a systematic and specific spelling teaching method by understanding the characteristics of Hangeul and these children. In recent studies, an approach based on linguistic knowledge is attracting attention as an effective spelling method. Among them, the morpheme processing-centered spelling intervention focuses on teaching spelling by recognizing and utilizing morphemes, and improves spelling ability by explicitly teaching morpheme changes. Domestic spelling intervention studies have mainly focused on morphological changes that appear regularly when words and endings to which phonological rules are applied are combined. No study has been conducted to examine the effect of spelling intervention centered on inflectional predicates showing both regular and irregular morphological changes. In this study, we paid attention to the rules of inflectional predicates and the characteristics of children with borderline intelligence, and tried to implement a spelling intervention program centered on inflectional predicates. An inflectional predicate centric arbitration method explicitly understands the concept of each inflectional predicate rule. And by practicing writing the word changed by the inflectional predicate rule in a variety of contexts, it helps children use morphological knowledge in spelling. Therefore, in this study, spelling intervention was carried out by applying a spelling intervention method based on morphological knowledge to inflectional predicate that clearly show the characteristics of Hangeul. And I wanted to see if these intervention methods were effective in improving spelling skills in children with borderline intelligence functioning who have difficulty spelling. To this end, 3 children with borderline intelligence functioning who were in the 3rd grade of elementary school and had difficulties with spelling participated in this study. The purpose of this study was to investigate whether the intervention program was effective in spelling accuracy, generalization, and maintenance ability, and to examine changes in spelling error types. In this study, a multiple probe design across participants, one of the single-subject research methods, was applied, and the intervention program was conducted twice a week (12 sessions in total for 6 weeks) with 40 minutes per session. To summarize the results of the study, first, a writing intervention program centered on inflectional predicates was found to be effective for spelling accuracy in children with borderline intelligence. Second, it was found that the writing intervention program had a positive effect on generalization for unlearned words and non-words. Third, it was confirmed that the spelling performance learned through the intervention was maintained even after a certain amount of time had elapsed after the intervention was completed. Fourth, all children showed stem transformation errors and mediating vowels spelling errors in the pre-intervention stage, but only mediating vowels errors in the post-intervention and maintenance stages. In view of the above results, it can be interpreted that activities that explicitly learned the change in verbs that appear when rules and irregular inflectional predicates are applied help improve the spelling accuracy of children with borderline intelligence functioning. In addition, the spelling intervention program centered on the inflectional predicates accumulated evidence-based teaching on spelling related to morphological knowledge, and suggested the possibility that the above strategy could be effectively used to improve the spelling ability of children with borderline intelligence functioning in the educational. However, since the number of study subjects was small and the intervention was conducted using only some irregular inflectional predicates, it is necessary to conduct a group study by supplementing the following in future research. In addition, it is necessary to prove the effectiveness of the intervention by comparing the intervention program in this study with a spelling intervention program using other strategies.