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KMID : 1022520080120030125
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Journal of Play Therapy
2008 Volume.12 No. 3 p.125 ~ p.140
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Effect of holistic language guidance by fairy tales on the reading and writing skills of educationally retarded children
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Byun Jeong-Ok
Choi Sung-Kyu
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Abstract
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It was attempted in this study to examine how holistic language guidance using fairy tales affected the reading and writing skills of educationally retarded elementary schoolers. The purpose of this study was, therefore, to investigate whether holistic language guidance through fairy tales had any effects on the reading ability of educationally retarded children and whether holistic language guidance by fairy tales had any effects on the writing ability of educationally retarded children. The subjects in this study were two selected children in a regular fourth-grade class in D elementary school in Ulsan. They lagged behind in terms of reading and writing. To determine the effect of a holistic language guidance program on the reading and writing skills of the underachieving learners, the educationally retarded children were selected as dependent variables, and the holistic language learning program that utilized fairy tales was selected as an experimental variable. The selected dependent variables included reading and writing skills, and single subject design was adopted. The instrument used in this study was the reading I, reading II and writing segments of Korea Educational Development Institute’s Standardized Basic Learning Capability Inventory. That was utilized in pretest and posttest. The findings of the study were as follows: First, the holistic language guidance program that used fairy tales was effective at improving the reading skills of the underachievers. Second, the holistic language guidance program that utilized fairy tales was effective at boosting the writing skills of the underachievers. The findings of the study suggested that the holistic language guidance program that made use of fairy tales had an effect on the reading and writing skills of the underachievers.
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KEYWORD
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educationally retarded schooler, holistic language learning program, reading skill, writing skill
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