Study of a reading intervention using the Tottori University method with the RTI model, and the Multilayer Instruction Model (MIM).

2017 Fiscal Year Final Research Report

• Project/Area Number: 15H06412
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Single-year Grants
• Research Field: Special needs education
• Research Institution: Osaka Medical College (2016-2017); Tottori University (2015)
• Principal Investigator: AKAO YORIKO 大阪医科大学, 医学部, 非常勤講師 (70756098)
• Research Collaborator: KOEDA Tatsuya ; SEKI Ayumi
• Project Period (FY): 2015-08-28 – 2017-03-31
• 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

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.

Free Research Field

特別支援教育