지적장애학생들의 이야기 쓰기 표현 능력에서 보이는 미시구조적 특성은 어떠한지 알아보기 위하여 지적장애 중학생 11명, MA, SA, LA 일치 초등학생 11명 총 22명을 대상으로 하여 글자 없는 그림 자료에 대한 자발적 쓰기 과제를 실시하였다. 쓰기 자료는 T-unit 단위로 구분하여 미시구조적 측면의 종속절 사용률, 종속절 유형별 사용률, 결속표지 사용률, 어휘 능력, 구문오류율 및 구문오류 하위유형별 오류율을 살펴보았다. 연구에서 나타난 결과는 첫째, 지적장애학생은 일반학생에 비하여 종속절 사용률, 종속절 유형별 사용률이 낮았고, 명사절과 부사절 사용률은 통계적으로 유의하게 낮았다. 둘째, 지적장애학생은 결속표지 총사용률, 적절 결속표지 사용률, 부적절 결속표지 사용률이 일반학생에 비하여 낮았다. 하위범주별 결속표지 사용률에서 지적장애학생은 연결어미, 접속부사를 적절하게 사용하는 비율이 일반학생에 비하여 낮았다. 셋째, 지적장애학생의 어휘 능력에서 전체낱말수와 다른낱말수, 그리고 총 T-unit당 평균낱말수가 일반학생에 비하여 적었다. 넷째, 지적장애학생은 구문오류율이 일반학생보다 높았고, 구문오류 유형별 오류율에서도 일반학생에 비하여 높았다. 이러한 결과를 통해 지적장애학생의 쓰기 지도에서 좀 더 효율적이고 응집성 있는 문장의 표현이 이루어 질 수 있는 중재 전략이 제시되어야 할 것이다.

The purpose of the present study was to investigate the microstructure analysis of narrative writing abilities of students with intellectual disabilities. For this, two groups were compared in the study. 11 students with intellectual disabilities and MA, SA, LA matched 11 elementary school-age students participated in narrative write task. We used T-unit classification method to divide the data based on the usage ratio of subordinate clause, the usage ratio by type of subordinate clause, the usage ratio of cohesive marker, the usage ratio of cohesive marker by subdivided category, number of total words(NTW), number of different words(NDW) and the average number of words per T-unit(MLT-w), the percentage of syntax errors, and the percentage of syntax error by subdivided category for analysis. The study results are as follows; The percentage of subordinate clause and subordinate clause by type were significantly lower in students with intellectual disabilities than elementary school-age students. In particular, the use of noun clause and adverb clause were significantly low among the students with in terms of statistical terms. The total percentage of cohesive marker, proper percentage of cohesive marker, improper percentage of cohesive marker were lower among students with intellectual disabilities than among those elementary school-age students in statistical terms. And for improper percentage of cohesive marker, especially in transition words was significantly lower in the students than elementary school-age students. The number of total words, number of different words and the average number of words per T-unit used for narrative written by students with intellectual disabilities, it turned out that the number lower than that of elementary school-age students. In particular, number of different words and the average number of words per T-unit were significantly lower students with intellectual disabilities than elementary school-age students. The percentage of syntax errors was significantly higher in students with intellectual disabilities than elementary school-age students. And syntax error by subdivided category was high in students with intellectual disabilities than middle school students.