2002 Fiscal Year Final Research Report Summary
The Development of the Battery for Learning Disabled Children
| Project/Area Number |
12610163
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | National Institute of Mental Health |
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Principal Investigator |
UNO Akira National Center of Neurology and Psychiatry, National Institute of Mental Health, Head of Therapeutic Division, 知的障害部, 治療研究室長 (10270688)
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| Co-Investigator(Kenkyū-buntansha) |
TAEKO Wydell Brunel University Departmant of Human Siences, 助教授
WYDELL Taeko Brunel University, Reader of Department of Human Science
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| Project Period (FY) |
2000 – 2002
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| Keywords | Learning Disability / reading / writing / calculation / screening test / language development / general intelligence |
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| Research Abstract |
Learning disabled children are thought to be a congenital disorder that show the specific reading and/or writing disorder and reduced regional cerebral blood flow, however they manifest the normal general intelligence. In Japan, there are few reports concerning the prevalence of learning disabled children, effective intervention based on the scientific method, and so on. It is one of the reasons why we have no normalized and short version test for detecting learning disability.
We developed a new achievement test battery for detecting learning disabled children as a screening test. It is constructed Raven Coloured Progressive Matrices (RCPM), reading aloud and writing tests for 20 moras of Hiragana and Katakana, 20 words of Hiragana, Katakana and Kanji, reading aloud and comprehension items in the Kaufman Assessment Battery for Children (K-ABC), calculation tasks (five additions and five subtractions), Standardized Comprehension Test of Abstract Words (SCTAW), and Standardized Language Test of Aphasia (SLTA). RCPM was considered as a general intelligence test, SCTAW as a language developmental test. These tests are administered to 645 children in a school and 28 learning disabled children. Then tests were normalized and validity was investigated. As results, it is likely thought that these screening tests are useful to detect the children with learning disability, to identify the specific developmental dyslexia and disgraphia, specific language impairment and mixed learning diabled children.
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