지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 박현린
- 발행연도
- 2023
- 저작권
- 광주대학교 논문은 저작권에 의해 보호받습니다.
이용수10
이 논문의 연구 히스토리 (2)
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초록· 키워드
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This study attempted to understand the current based on seech-language pathologists experience of writing evaluation and intervention in school-age. Also attemped to understand recognize and demand of SLP''s for evaluation tools and related to writing.
The questionnaire developed according to the purpose of this study includes basic information (9 questions), writing evaluation (6 questions), writing intervention (5 questions) and SLPs perception (7 questions) of respondents. Finally, 125 SLPs who faithfully responded to all the questionnaires were enrolled in our study.
In the results half of them experienced writing evaluation and intervention, therefore, it can be seen that about half of the SLPs did not experience writing evaluation and intervention. SLPs answered according to importance of writing intervention when increase their career and SLP license and importance of knowledge related to writing intervention, when they had educational experience. The results of our study shown that SLPs responded that the lack of writing evaluation and intervention tools, lack of diversity, and lack of knowledge were factors of difficulty in writing evaluation and intervention.
Many speech therapists who participated in the study complained of difficulties in writing evaluation and intervention due to the absence of evaluation and intervention tools, lack of diversity, and lack of knowledge, or they made their teaching aids and complained of difficulties. Since writing skill is very important for school-age children, sufficient institutional support should be provided in the way of education and teaching aid development.
The questionnaire developed according to the purpose of this study includes basic information (9 questions), writing evaluation (6 questions), writing intervention (5 questions) and SLPs perception (7 questions) of respondents. Finally, 125 SLPs who faithfully responded to all the questionnaires were enrolled in our study.
In the results half of them experienced writing evaluation and intervention, therefore, it can be seen that about half of the SLPs did not experience writing evaluation and intervention. SLPs answered according to importance of writing intervention when increase their career and SLP license and importance of knowledge related to writing intervention, when they had educational experience. The results of our study shown that SLPs responded that the lack of writing evaluation and intervention tools, lack of diversity, and lack of knowledge were factors of difficulty in writing evaluation and intervention.
Many speech therapists who participated in the study complained of difficulties in writing evaluation and intervention due to the absence of evaluation and intervention tools, lack of diversity, and lack of knowledge, or they made their teaching aids and complained of difficulties. Since writing skill is very important for school-age children, sufficient institutional support should be provided in the way of education and teaching aid development.
목차
제1장 서론 1제1절 연구의 필요성 및 목적 11. 연구의 필요성 12. 연구 문제 4제2장 이론적배경 51. 쓰기와 쓰기발달 52. 쓰기 장애 73. 쓰기 평가 및 중재 84. 쓰기장애 선행 연구 10제3장 연구방법 131. 연구대상 132. 연구도구 153. 자료수집 164. 자료분석 및 처리 16제4장 연구결과 17제1절 언어재활사의 쓰기 평가 및 중재 경험 171. 쓰기 평가 경험 172. 쓰기 중재 경험 223. 경험에 따른 쓰기 평가 및 중재 경험 차이 26제2절 언어재활사의 쓰기 평가 및 중재에 대한 인식 281. 쓰기 평가 및 중재 인식 282. 경험에 따른 지식 정도와 중재 중요도 차이 31제3절 언어재활사의 쓰기 평가 및 중재 도구에 대한 요구도 331. 쓰기 평가 및 중재 도구 요구도 332. 경력, 지격증 급수, 교육 경험에 따른 쓰기 평가 및 중재에 대한 요구도 38제5장 논의 및 결론 391. 쓰기 평가 및 중재에 대한 경험, 인식, 요구도의 실태와 현황 392. 쓰기 평가 및 중재 차이 403. 지식 여부, 중재 중요도 차이 424. 한계점 및 제언 43참고문헌 45부록 49
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