A study on Individualized instruction of Kanji learning of LD children through considering forgetfulness.

2022 Fiscal Year Final Research Report

• Project/Area Number: 20K03005
• 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: Shokei Gakuin College
• Principal Investigator: KOIKE TOSHIHIDE 尚絅学院大学, 総合人間科学系, 特任教授 (50192571)
• Project Period (FY): 2020-04-01 – 2023-03-31
• Keywords: 読み書き障害児 / 学習障害児 / 特別支援教育 / 漢字学習

Outline of Final Research Achievements

The present study aims to investigate the methods for facilitation of literacy　in three sorts of letters and clarify common properties of facilitation in those methods. Following methods were investigated; (1) the learning method of writing Kanji for children with LDs, (2) the learning method of Roman characters for elementary school children, and (3) the learning method of Hiragana letters for children with intellectual disabilities. Regarding study of (1), higher efficiency of practice through selecting each stroke of Kanji characters was confirmed than practice of repetitive writing Kanji in children with strong tendency of forgetting. As to study of (2), workbook of learning Roman characters was developed and provided to 48 fifth graders. Efficiency of workbook was found. Concerning study of (3), the method of facilitating extraction of vocal sound was developed for two children with intellectual disabilities.

Free Research Field

発達心理学

Academic Significance and Societal Importance of the Research Achievements

読み書き困難を示す事例では、複数の文字種の読み書きの定着が共通して困難である。本研究では、定着困難の共通的背景要因を検討した。(1)LD児における漢字書字については、画要素選択の手続きが有効な方法であった。(2)ローマ字の読み書き学習については、音と文字の混成規則に関するワークブックが効果的であった。(3)知的障害を有する児では、ひらがなの視覚記憶を活用した指導課題が、音韻抽出に効果的であった。これより漢字ブロックや混成規則、音韻抽出の支援では、共通して視覚情報の補助が効果的であることが明らかになった。これらの知見は従来、報告されておらず、社会的意義と学術的意義が大きいことを指摘できる。