다중언어적 요소 접근에 기반한 철자 교수가 중학교 쓰기 학습장애 학생의 철자 성취도와 철자 오류패턴에 미치는 영향

Abstract

Objectives This study examined the effects of spelling instruction based on multilinguistic approach on spelling achievement and spelling error patterns of middle school students with writing disabilities. Methods The participants were four 1st grade students with writing disabilities who were enrolled in a public middle school. The effects of the intervention on the dependent variables were monitored using a multiple probe design across participants. The spelling instruction based on multilinguistic approach was consisted of 21 steps that integrated phonological-based spelling instruction, orthographic-based spelling instruction, and morphological- based spelling instruction. In order to ensure the effects, visual analysis was conducted with level, variability, trend, immediacy of the effect, consistency of data patterns across similar phases, and overlaps (PND, NAP). Results Although the degree of improvement in each student's spelling achievement was different, all students immediately improved their spelling achievement when the intervention started. All students also maintained high spelling achievement in the maintenance phases. Although the degree of reduction of each student's spelling error pattern was different, the spelling error pattern of all students decreased and showed immediate intervention effects. These intervention effects were maintained even after the intervention. Conclusions The findings of this study suggest that spelling instruction based on multilinguistic approach is an effective intervention for middle school students with writing disabilities and can be useful in the school.