쓰기능력에 따른 철자학습의 효과

The effects of differentiated spelling instruction on elementary school students’ writing ability

The purpose of this study is to investigate the effectiveness of differentiated spelling instruction in the elementary school classroom. To this end, 121 5th graders in Gyung-gi Province were selected. Students were divided into experimental and control group, and both groups were further divided into three sub-groups according to their spelling level. The experimental group was taught using differentiated spelling instruction that focused on spelling pattern, while the control group was taught using only ordinary writing instruction. After experiment, students were given tests focused on spelling knowledge and students spelling was analyzed in relation to the aspect of spelling development. The conclusions drawn are as follows. First, the experimental group showed significant improvement in the spelling knowledge compared to the control group. Second, the three differentiated levels in experimental group showed great achievement of spelling patterns and in word meanings. The students in the lower level experimental group particularly showed the greatest improvements than other two upper groups in word writing tasks. Third, the experimental group as a whole showed greater progress in spelling development. This result confirms the effect of differentiated spelling instruction on progressing students’ spelling development. Based on the results, suggestions for better spelling instruction were provided.