받아쓰기는 초등학교 저학년 단계에서 가장 활발하게 이루어지는 국어과 학습활동 중의 하나로 정확한 철자쓰기 능력을 평가하기 위한 대표적인 수단이다. 여러 선행 연구들에 의하면 음소인식이 쓰기와 높은 관련성이 있으며, 학령 초기 학생의 철자쓰기 능력의 향상에도 효과가 있었다. 그러나 철자쓰기에 어려움을 가진 학습부진아는 음소인식의 습득에 어려움이 있으므로 체계적인 지도를 통해 음소인식 능력을 습득하는 것이 필요하다. 본 연구는 쓰기에 어려움을 가진 학습부진아 3명을 대상으로 하여 음소인식 훈련이 그들의 받아쓰기 및 쓰기유창성에 미치는 효과를 알아보는 데 목적이 있다. 연구의 결과 음소인식 훈련은 학습부진아들의 받아쓰기 및 쓰기유창성 기능을 향상시키는 데 효과적이었으며, 음소인식 훈련을 통해 학습부진아동의 받아쓰기 오류 유형도 변화되었다. 이러한 결과를 바탕으로 학령기 초기의 학습부진아의 쓰기 지도에서 음소인식 능력에 대한 검토가 이루어져야 하며, 그에 따라 체계적인 음소인식 훈련이 선행될 필요가 있음을 제언한다.

Dictation is one of the most prevailing learning activities of language arts in the lower grades of elementary school, and that is the most typical way to evaluate spelling skills. According to earlier studies, phonemic awareness has something to do with dictation and is effective at boosting the spelling skills of early school-aged children. But underachieving students who face difficulties in spelling also find it hard to be aware of phonemes, and they should learn to be aware of phonemes by participating in a systematic instruction. The purpose of this study was to examine the effects of phonemic awareness training on the dictation and writing fluency of three underachievers who had difficulties in writing. As a result of providing phonemic awareness training to them, that training was found to have an effect on improving their dictation and writing fluency, and that brought a change to their dictation error types as well. Given the findings of the study, it’s required to assess the phoneme awareness skills of early school-aged underachieving students in association with writing guidance, and they should undergo systematic phonemic awareness training.

Dictation is one of the most prevailing learning activities of language arts in the lower grades of elementary school, and that is the most typical way to evaluate spelling skills. According to earlier studies, phonemic awareness has something to do with dictation and is effective at boosting the spelling skills of early school-aged children. But underachieving students who face difficulties in spelling also find it hard to be aware of phonemes, and they should learn to be aware of phonemes by participating in a systematic instruction. The purpose of this study was to examine the effects of phonemic awareness training on the dictation and writing fluency of three underachievers who had difficulties in writing. As a result of providing phonemic awareness training to them, that training was found to have an effect on improving their dictation and writing fluency, and that brought a change to their dictation error types as well. Given the findings of the study, it’s required to assess the phoneme awareness skills of early school-aged underachieving students in association with writing guidance, and they should undergo systematic phonemic awareness training.

phonemic awareness, dictation, writing fluency, underachiever