| Project/Area Number |
22683015
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| Research Category |
Grant-in-Aid for Young Scientists (A)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | National Institute of Special Needs Education |
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Principal Investigator |
KAIZU Akiko 独立行政法人国立特別支援教育総合研究所, 教育支援部, 主任研究員 (00342957)
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| Research Collaborator |
VAUGHN Sharon 米国テキサス大学, 特別支援教育学科, 特別支援教育学科
HIRAKI Koyumi 東京YMCA, 講師(非常勤)
UCHIDA Toshiyuki 鳥取県大山町立名和小学校, 教諭
INOUE Shoko 島根県安来市立赤江小学校, 教諭
KURIHARA Mitsuyo 東京都西東京市立谷戸小学校, 教諭
KATAYAMA Makiyo 滋賀県彦根市立城南小学校, 教諭
SUGIMOTO Yoko 福岡県飯塚市立飯塚小学校, 教諭
TERADA Kumiko 長崎県雲仙市立愛野小学校, 教諭
MISAWA Masako 栃木県鹿沼市立みなみ小学校, 教諭
SAITO Shinobu 福島県田村郡三春町立三春小学校, 教諭
TANUMA Miho 東京都大田区立こども発達センターわかばの家, 職員(非常勤)
RANE Shruti 米国ジョンズ・ホプキンス・メディカルスクール, 小児神経心理学特別研究員
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥13,780,000 (Direct Cost: ¥10,600,000、Indirect Cost: ¥3,180,000)
Fiscal Year 2012: ¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2011: ¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2010: ¥5,200,000 (Direct Cost: ¥4,000,000、Indirect Cost: ¥1,200,000)
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| Keywords | 学習のつまずき / アセスメント / 通常の学級 / 早期把握 / 早期支援 / 読み書き / 算数 / 多層指導モデル / 科学的根拠 / 教育心理学 / LD / LD(学習障害) |
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| Research Abstract |
The Multilayer Instruction Model (MIM; Kaizu et al., 2008) was developed based on the RTI model and adapted to the Japanese education system. The MIM is an instructional model that aims at overall enhancement of general education as well as individual students with respect to reading skills. Furthermore, it involves identification of careful and preventive assessments and relating them to effective instruction. In order to achieve these goals, a teaching package was previously created that included both assessment and teaching materials. The goal of the current study was to expand the MIM from a school level to a district level. This goal was accomplished as the local district employed the MIM in teaching all of its 1st grade students (JV=1,097). The results of district-wide implementation indicated the following: (a) the students who received MIM instruction performed higher on measures of comprehensive reading skills, (b) these students also reported a more positive attitude towards reading, and (c) teachers who adopted the MIM recognized the relationship between assessments and instruction. The second goal of this study was to investigate the effectiveness of the MIM-PM, which is a screening and progress-monitoring tool and focuses on basic reading skills. The previous study involved standardization of the MIM-PM on 1st and 2nd grade students. The current study also provided strong evidence for using the MIM-PM as a valid measure that reflects developmental changes in reading. They also suggested that it could be utilized as an initial screening tool in a wide range of grades in elementary schools.
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