2022 Fiscal Year Final Research Report
Organization of essential vocabulary and development of vocabulary instruction in the elementary school level special needs education
Project/Area Number |
19K02951
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Review Section |
Basic Section 09060:Special needs education-related
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Research Institution | Tokyo Gakugei University |
Principal Investigator |
OTOMO Kiyoshi 東京学芸大学, 特別支援教育・教育臨床サポートセンター, 教授 (30213789)
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Project Period (FY) |
2019-04-01 – 2023-03-31
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Keywords | 語彙 / 自閉スペクトラム症 / 言語発達 / 特別支援教育 / アセスメント / 知的障害 |
Outline of Final Research Achievements |
A questionnaire survey of expressive vocabulary, mainly verbs and adjectives, was conducted on 75 school-aged children with intellectual disabilities. It was aimed to reveal differences in expressive vocabulary with and without a diagnosis of autism spectrum disorder (ASD), and to identify core vocabulary of children with intellectual disabilities. The subjects were 75 children enrolled in the elementary school of a special support school. The number of words increased significantly with the length of the word chain, and the number of adjectives spontaneously expressed by children with ASD who produced chains of two or more words was significantly lower than that of children without ASD. Of the 164 words surveyed, 32 words were voluntarily produced by more than half of the children, and 110 words corresponded to such core vocabulary.
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Free Research Field |
言語発達障害
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Academic Significance and Societal Importance of the Research Achievements |
語彙の知識は会話による意思疎通のみならず、学校教育での学習や思考の基盤を成す。語彙の中でも、言語発達の初期に獲得される動詞や形容詞は文の述部となり、語連鎖の形成における重要な語彙カテゴリーである。本研究では13の語の意味カテゴリーを設定した(一般・粗大運動、生活習慣、学校生活、感覚、移動・空間的操作、評価、物の所有、物の操作・動き・状態、感情、他者との関係、対比、心的活動、疑問)。本研究から、語連鎖の長さと語彙数は関連し、自閉スペクトラム症の有無は形容詞の習得に影響することが示された。言語発達の指導にあたっては、児の言語発達水準と意味的特徴に配慮した指導語彙の選択が重要であると考えられる。
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