이 연구는 자기조절전략훈련이 경도정신지체아동의 쓰기 능력에 미치는 영향을 알아보는데 목적이 있다. 자기조절전략훈련은 Graham과 Harris가 제시한 자기조절전략개발모형(Self- Regulated Strategy Development Model : SRSD)을 사용하였으며, 자기조절전략훈련이 쓰기계획시간, 쓰기시간, 어절수에 영향을 미치는지, 그 향상된 쓰기 능력이 유지되는지에 초점을 맞추었다. 대상자간 중다간헐기초선설계에 따라 3명의 초등학생을 대상으로 일대일 실험실 상황에서 중재가 이루어 졌다. 연구결과, 대상아동들의 쓰기능력은 향상되었다. 즉, 아동들의 계획시간, 쓰기시간, 어절수가 늘어났고, 이야기문법요소평정척도점수와 이야기의 질에 대한 점수가 향상되었으며, 아동들의 향상된 쓰기 능력은 사후에도 유지되었다.
In this study, the effects of self-regulated strategy training on the writing competence of children, whose IQs ranged from 61 to 70, having difficulties in writing were investigated. This research focused on the improvement of writing competence and the maintenance of the improved writing competence through self-regulated strategy training. It was conducted according to the self-regulated strategy development model developed by Graham & Harris. A multiple probe design across participants was used to assess the effects of the strategy. The subjects of this study were three elementary school students with writing difficulties in regular classroom. The context of this study was one to one class setting. It was shown that the self-regulated strategy training had effects on the improvement of writing competence. The planning time, the writing time and the length of writing were increased, and the scores of the inclusion and quality of the parts of a story and quality of a story were improved. Changes in writing competence were maintained over time. Key words : Children with Mildly Mental Retardation, Self-Regulated Strategy Training, Writing Competence
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결 과 Ⅳ. 논의 및 결론 참 고 문 헌
