This study investigated spelling errors in English stories written by 206 students in an elementary school implementing Korean/English immersion education. Errors were analyzed using crosstab and MANCOVA. Findings are as follows. Spelling errors occurred in 4 categories in order from the most frequent to the least: substitution, omission, addition, and transposition. The error occurrences differed depending on grade level changes: lower grades (Grades 1-3) vs. higher grades (Grades 4-6). The students in both grade levels made more errors in substitution and omission: these error types were significantly decreased as they progressed to the higher grade levels. Errors in addition and transposition showed much fewer occurrences for both grade levels, and these errors did not show a significant decrease because of their rarer occurrences. Overall, the students’ spelling ability increased remarkably as they progressed in grade levels in the immersion environment.

I. 서론
 II. 이론적 배경
  1. 철자 오류의 분류
  2. 선행 연구
 III. 연구 방법
  1. 연구 참여자
  2. 작문 시험과 실시 방법
  3. 분석 방법
 IV. 연구 결과
  1. 연구질문 1: 빈번한 오류의 유형과 학년에 따른 변화
  2. 연구질문 2: 저·고학년 철자 능력 변화
 V. 결론 및 제언
  1. 연구질문 1: 빈번한 오류의 종류와 학년에 따른 변화
  2. 연구질문 2: 저·고학년별 철자능력 차이
 3. 제언
 참고문헌
 부록

• 정영미(환호여자중학교) | Jung, Yeong Mi 제1저자
• 배정옥(경북대학교) | Bae, Jungok 교신저자