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KMID : 1036820130180010066
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Communication Sciences & Disorders
2013 Volume.18 No. 1 p.66 ~ p.75
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Preliminary Study on Predictors for Elementary Students’ Writing
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Kim Ae-Hwa
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Abstract
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Objectives: Despite the importance of writing for success in school, there is a limited amount of research on writing available. Developing writing skills is a demanding task because it requires linguistic awareness as well as reading skills. This study was conducted to explore the predictors of the writing abilities of elementary school students.
Methods: For the purpose of this study, the criterion variable tests and predictor variable tests for spelling and composition were administered to elementary school students from first through fifth grade. Through extensive review of literature, the predictors for spelling included vocabulary, orthographic processing, morphological processing, letter sound knowledge, and word recognition. The predictors for composition included vocabulary, morphological processing, working memory, listening comprehension, reading comprehension, and spelling. Then, a stepwise multiple regression analysis was performed to explore the predictive factors for spelling and composition outcomes of elementary school students.
Results: Major findings of this study were summarized as follows. Firstly, vocabulary and orthographic processing were significant predictors for spelling. Secondly, morphological processing and vocabulary were significant predictors for composition.
Conclusion: Despite the differences in the degrees of transparency between the Korean and English orthographies, the results of this study were comparable to those of previous studies performed in English. The summary of the results, limitations of this study, and directions for future studies were discussed.
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KEYWORD
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Writing, Spelling, Composition, Vocabulary, Orthographic processing, Morphological processing
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