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100 教育学部,大学院教育学研究科(Faculty/Graduate School of Education) >
102 大学院教育学研究科論文集 >
12号 >

このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10441/7999

タイトル: 音韻意識に困難を持つ発達性読み書き障害児の指導方法に関する研究 : KSの指導プロセスの分析を通して
その他のタイトル: Research on Educational Treatment of the Boy with Difficulty in Phonological Awareness, Reading and Spelling : Analyze from KSʼ Teaching Process
著者: 野口, 法子
Noguchi, Noriko
ノグチ, ノリコ
キーワード: dyslexia
phonological awareness
double route cascaded model
multi sensory method
発行日: 2009年
引用: 滋賀大学大学院教育学研究科論文集, 第12号, pp.67-79
抄録: The current research analyzed the teaching for process a developmental dyslexic and dysgraphic boy (elementary school 3rd grade) was guided reading and writing for 2 years in order to research instruction methods for such children. This boy has difficulty with phonological awareness and working memory, as well as DCD (developmental coordination disorder). The target for each of the 4 learning periods were as follows. Period 1 : To understand the connection between written characters and their sound ; period 2 : To acquire 20 1st grade level kanji characters and read seion hiragana (unvoiced syllables) ; period 3 : To be able to read hiragana words ; period 4 : To increase word lexicon. The features and validity of teaching methods which work on development of personality while idiosyncratic cognitive function in the brain were considered. The effectiveness of kanji use on improvement of phonological awareness and hiragana reading and spelling ability was also examined.
URI: http://hdl.handle.net/10441/7999
ISSN: 1344-4042


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