스펠링 패턴 지도가 아동의 영어 단어 쓰기에 미치는 효과

Effectiveness of spelling pattern instruction on word writing skills and spelling pattern acquisition of young learners

This paper is to investigate the effectiveness of spelling pattern instruction on writing skills and spelling pattern acquisition of young learners. For this purpose, forty five-year-old kindergarten students were selected. The experimental group was taught different orthographic spelling patterns through word sorts by sight and sound for eight weeks, whereas the control group was taught spelling through reading, writing and guessing spelling of words. The results of the analysis of data were as follows: Firstly, the experimental group showed significant improvement in the word writing test than the control group. Secondly, the experimental group’s acquisition of spelling patterns greatly improved than the control group. Finally, the experimental group demonstrated varied levels of spelling pattern acquisition with the various spelling patterns. The spelling pattern acquisition improvements, from the strongest to the weakest are: Long vowel spelling patterns of CVCe, diphthongs, other long vowel patterns, complex consonants and r-influenced vowels. The findings revealed that spelling pattern instruction was more effective than traditional methods of teaching spelling. This result verifies the effectiveness that spelling pattern instruction has on word writing and acquisition of spelling patterns. On the basis of the result, some suggestions are provided for better spelling instruction.