학습자의 텍스트구조에 대한 인지도 발달 연구

This study investigates the developmental difference in the structure strategies of reading and writing from grade 1 to grade 11. the subjects are total 1212 students for reading development and total 422 students for writing development that selected by balances of sex. area. and reading and writing abilities. The 15-item texts comprising five structures (description, collection, comparison/contrast, causation, response(problem-solving)) measure the reading development and one composition task measure the writing development. As results, in reading tests, tests, the distinctly developmental differences were found out in 3, 6, 9, 11 grades. and from 7 grade the comprehension abilities of text structure were stabilized in high level. And description and collection structures show higher achievement than compare/contrast in same grades. In writing tests, description structure was used more and more by higher grade and especially had a majority from 6 grade. From 10 grade. students used plentifully five types in their composition. from 1 to 4 grade, students wrote their compositions without the awareness of text structure. but from 10 grade, with the clearly awareness of text structure.