| Project/Area Number |
23531285
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | University of Toyama |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
武居 渡 金沢大学, 学校教育系, 准教授 (70322112)
後藤 多可志 目白大学, 保健医療学部, 講師 (50584231)
若宮 英司 藍野大学, 教授 (20426654)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥5,200,000 (Direct Cost: ¥4,000,000、Indirect Cost: ¥1,200,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2011: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
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| Keywords | 学習到達度 / 発達障害 / 基礎的学習スキル / 読み書き / 学習障害 / 読解モデル / 共分散構造分析 / 学習不振 / 特別支援教育 / 個別支援計画 / 発達性読み書き障害 / 高機能広汎性発達障害 / 認知機能障害 |
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| Research Abstract |
The current study investigated: 1. relationship between basic learning skills and elementary cognitive functions with multivariate analysis, 2. development and verification of reading comprehension model with covariance structure analysis in which dependent variables were academic achievement and reading comprehension skill, 3. effectiveness of intervention in all children with low academic achievement screened by direct testing. 4100 elementary-school children served as subjects in total of the three studies. As results of those studies, oral reading speed was the most significant independent variable in lower grades and writing accuracy was the most significant independent variable in upper grades with academic achievement (NRT; Japanese and mathematics) as a dependent variable.The covariance structure analysis revealed that "interactive model" was suitable to explain learning achievement with good fit and validity, rather than a liner model.
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