비계설정된 쓰기 기법이 유아의 쓰기 능력에 미치는 영향 = The effect of the scaffolded writing technique on the writing ability of young children

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of the scaffolded-writing technique on the writing ability of 5-year old children`s mean-expressional and conventional writing ability.
To specify the study, the detailed research problems in this study were summarized and classified into the following questions.
1. How much does the Scaffolded-writing technique effect on the mean-expressional writing ability of young children?
2. How much does the Scaffolded-writing technique effect on the conventional writing ability of young children?
In this study, 50 5-year old children were selected from the child care center located in Taegu and WaeGwan. The scaffolded writing in this study was executed for the experimental group in 20 minutes and 3 times a week and total 24 times and 8 weeks. Like the same way, the controlled group was also tested by the journal writing in their free choice activities.
The results of this study were as follow. First, there were significant difference in 4 measurements of the mean-expressional writing ability between the experimental group and the controlled group. The correspondence level of pictures, speech and writing, complexity and integration level of writing contents, fluency level of writing, details level of writing have a significant difference in the level of 5%, whereas there was no significant difference in the elaboration and integration level of pictures. Second, there were significant difference in 5 measurements of the conventional writing ability between the experimental group and the controlled group. The characteristics level of graphics, relationship level of sound-symbol, conventional spelling level, word boundary level, punctuation level have a significant differences in the level of 5%.

국문 초록 (Abstract)

본 연구는 비계설정된 쓰기 기법이 유아들의 쓰기 능력에 미치는 영향을 알아보는데 목적이 있다. 유아들의 효율적인 쓰기 발달을 위해 5세 유아를 대상으로 밑줄을 긋는 매개체를 통해 성인과 상호작용하면서 쓰기를 하는 밑줄긋기 쓰기 기법을 실험집단의 유아들에게 8주간 실시하였다. 밑줄긋기 쓰기 기법을 경험한 실험집단과 경험하지 않은 통제집단의 유아들의 쓰기 능력을 비교한 결과 밑줄긋기 쓰기 기법을 경험한 유아들이 의미표현적 쓰기 능력과 관습적 쓰기 능력 전반에 걸쳐 긍정적인 효과가 있는 것으로 나타났다.