The Effects of Collaborative Writing on Written Expression Ability in Elementary Students with Composition Disabilities |
Sung-mi Bae`
, and Hyun-Sook Park`
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Copyright ©2002 The Korean Academy of Speech-Language Pathology and Audiology |
배성미(Sung-mi, Bae)| 박현숙(Hyun-Sook, Park) |
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ABSTRACT |
The collaborative writing is a method by which a student shares the actual process of composition with his/ her writing partner (s), and they alternate turns to complete the composition. A teacher , another student , or a group of student can be writing partner (s), and a teacher was chosen as the writing partner in this study. The purpose of this study was to test the effect s of the writing instruction by the collaborative writing on written expression ability in elementary student s with composition disabilities. For this purpose, 20 elementary student s with composition difficulties were selected (8 from 5th grade and 12 from 6th grade) to be divided into two groups, an experimental and a control. The two groups were trained for 7 weeks (15 40 - minutes sessions) through the stages of choosing a title, planning, writing, and revising their writing product s. In the stage of writing, the experimental group wrote the product collaboratively with a teacher and the control group wrote it individually. The written expression ability was evaluated by measuring story content s, story length, and story correctness using pre- and post - test . ANCOVA was used to analyze the collected data utilizing the pretest scores as covariates. The result s obtained from this study are summarized as follows : (1) A significant difference was found between the experimental and the control groups in story content s, showing significantly higher performance in the former group; (2) A significant difference was found between the two groups in story length, showing significantly longer performance in the experimental group; and (3) The experimental group showed significantly higher performance in story correctness, that is, spelling, spacing words, punctuation, and grammar (in total). In terms of grammar , however , significant differences were found between the two groups in modifier and word order , while no significant differences were found in auxiliary words, subject -predicate concord, tense, and conjunction. In conclusion, these result s imply that the written expression ability of student s with composition disabilities could be enhanced by providing them with composition instruction through the collaborative writing. |
Keywords:
협동적 쓰기 교수 | 작문장애 | 쓰기표현력 |
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