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  The purpose of this study was to examine the effect of language guidance by picture diary on the writing skills of mentally retarded children. The subjects in this study were three mentally retarded children from S special school elementary division for mentally retarded youth. The picture diary theme program was implemented in 30 sessions for 11 weeks, three or four times a week, 30 minutes each. To find out the effect of the language guidance by picture diary on their writing skills, pretest, mid-test and posttest were carried out by using 30 items that asked for inserting appropriate postpositional word, sentence linking and short composition.
  The findings of this study were as below:
  The language guidance by picture diary had an effect on improving the writing skills of the mentally retarded children. Every child showed the best improvement in sentence linking, followed by postpositional word inserting and short composition in the order named. Child 1 made the best progress, followed by Child 2 and 3 in the order named. In particular, the posttest showed that all the children made evenly high improvement in the three areas.
  The composition instruction for mentally retarded students has often been disregarded on the ground that it"s more difficult to learn than the other verbal areas, speaking or reading. And it cannot be denied that school curricula have definitely overlooked the importance of composition. Therefore, these are some suggestions based on the above-mentioned findings: there should be sustained efforts to advise and encourage mentally retarded children to write a diary from elementary school and practice composition through life experiences.

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