The Effect of Phonological Knowledge-Based Writing Intervention on the Spelling Knowledge and Phonological Awareness of Children with Borderline Intelligence

• 발행기관: 한국언어재활사협회
• 저자명: Boram Kim Eun Kyoung Lee
• 간행물 정보: 『Clinical Archives of Communication Disorders』Vol.9 No.3, 148~155쪽, 전체 8쪽
• 주제분류: 의약학 > 의학일반
• 파일형태: PDF
• 발행일자: 2024.12.31

국문 초록

Purpose: Children with borderline intelligence have difficulty with phonological awareness and decoding. This study aims to examine the spelling abilities of borderline and typical children and determine their difference in spelling abilities after an intervention with a phonological knowledge-based spelling program. Methods: The study subjects were four borderline-intelligent children and four normal-intelligent children in the third and fourth grades of elementary school whose teachers or parents reported having no sensory impairment, had an error variance of -1 SD or less on a phonological knowledge-based listening and writing test, and had normal reading achievement and reading cognitive processing skills according to RA-RCP. Results: This study showed that improving spelling knowledge through phonological knowledge-based writing intervention is possible. In particular, the phonological fluctuation score and spelling error rate of borderline intellectual children decreased significantly after the intervention, proving the effectiveness of the intervention. The phonological knowledge-based writing intervention had a positive effect on both borderline and typical children, but the gap between borderline and typical children was not completely closed. Intelligence and vocabulary significantly impacted the development of phonological knowledge, while age had no significant correlation. Conclusions: In terms of phonological manipulation skills, typically developing children performed well on phonological manipulation tasks. With delayed responses, children with borderline intelligence showed limited performance on these tasks. When it came to understanding phonological rules, typically developing children consistently processed rule-based spelling and pronunciation, while borderline children were limited to simple rule application and had difficulty handling complex variation.

목차

INTRODUCTION

METHODS

RESULTS

DISCUSSION

REFERENCES

키워드

Writing intervention spelling knowledge Phonological knowledge base School-age children Literacy Literacy intervention