The Effects of Home Literary Environment, Reading Attitude, Perceived Verbal Ability, and Preference for Verbal Expression on the Writing Performance of the Verbally Gifted

언어영재의 문식성 환경, 독서태도, 지각된 언어능력 및 언어표현선호도가 쓰기수행에 미치는 영향

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.