Study of a reading intervention using the Tottori University method with the RTI model, and the Multilayer Instruction Model (MIM).
| Project/Area Number |
15H06412
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Special needs education
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| Research Institution | Osaka Medical College (2016-2017)
Tottori University (2015) |
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Principal Investigator |
AKAO YORIKO 大阪医科大学, 医学部, 非常勤講師 (70756098)
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| Research Collaborator |
KOEDA Tatsuya
SEKI Ayumi
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| Project Period (FY) |
2015-08-28 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | RTIモデル / T式ひらがな音読支援 / 多層指導モデルMIM / 読字困難 / 早期発見・早期支援 / 音読困難 / 教育系心理学 / 特別支援教育 / 読字困難児 / 早期支援 / 教育学 / 子ども / LD |
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| Outline of Final Research Achievements |
In this study, we confirmed three points to enable T-supporting program for hiragana reading, which is a reading support system using the RTI model, to be implemented continuously at the primary school. ① Evaluating the childrenen of the under the standard score of the T-supporting program for hiragana reading, they were reading difficulty about You-on in October. Therefore, we proposed to adopt the Multilayer Instruction Model (MIM) from September. ② When we examined the characteristics of children who did not improve by the Decording Training at the time of the first grade of the elementary school in T-supporting program for Hiragana reading, the reading difficulty showed a significant correlation with the writing difficulty and ADHD inattention score. ③ We prepared an annual plan and implementation manual to continuously implement T-supporting program for Hiragana reading.
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Report
(3 results)
Research Products
(11 results)
