ABSTRACT

Recently, as the importance of reading and writing in clinical practice is on the rise, the role of speech language pathologists in assessing and intervening problems in the area is required. However, in the field of speech language pathology in Korea, studies on writing problems and the development of assessment tools are insufficient. Different analysis approaches used across studies on writing products also makes it difficult to apply consistent methods of assessment and intervention. In this study, we reviewed a total of six academic journals, including three ASHA journals and three journals published in Korea from 2000 to 2013. We finally selected a total of 66 articles using key words such as writing, written language, and literacy. We then categorized analysis approaches on writing used across the articles. We classified the analysis approaches on writing into nine categories: 1) the use of formal assessment tools; 2) writing productivity; 3) accuracy and error rate; 4) syntactic complexity; 5) the quality of overall writing; 6) lexical diversity; 7) spelling analysis; 8) writing fluency; and 9) writing strategy and attitude. The use of formal assessment tools and writing productivity were the two analysis approaches used the most across the articles. The need to develop proper tools for assessing writing and the Korean standards for evaluating productivity were discussed.

KEYWORD

Methods of analysis in writing skills, research review, writing, written language

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