Assessment of and Intervention to Causal Factors of Reading Difficulties in Preschool and Lower Grades

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K02957
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Kagoshima University
• Principal Investigator: KUMOI Miyoshi 鹿児島大学, 法文教育学域教育学系, 准教授 (70381150)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 学習困難 / 学習障害 / 平仮名 / 読み / 早期予防的支援

Outline of Final Research Achievements

The aims of present research are to show a method assessing the causal factors of reading disabilities in preschool and lower grade children and to confirm the effect by interventions based on the assessment. The results from tasks related to reading suggested that not only phonological processing but also articulation acquisition involved in Kana-reading. The intervention was carried out repeatedly for first to third graders using printed materials in this study. As a result, a remarkable effect was found on the skill of reading words quickly. From these results, the effective ways of individually assessing and intervening of the risks involved in reading difficulty of Hiragana were discussed.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

本研究は、平仮名の学習困難リスクが就学前の段階で把握できる可能性を示しており、より早期の予防的支援を可能にするものと言える。この中で、幼児期の音韻操作と構音の発達的関連が示唆されたことは、今後、就学前段階におけるスクリーニングに寄与するものと考えられた。小学生を対象とした介入では、平仮名の習得が良好な児と低成績の児ともに効果が示され、学級単位で実施する意義を認めることができた。