知的障害児のかな文字学習のレディネスに関する研究

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  • チテキ ショウガイジ ノ カナモジ ガクシュウ ノ レディネス ニ カンスル ケンキュウ
  • A Study on Readiness of Learning Japanese Syllabic Characters in Children with Intellectual Disabilities

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The purpose of the present study was to examine the readiness to learn Japanese syllabic characters (Kanamoji) in children with intellectual disabilities. Subjects were 14 of 9-12-year-old, who were divided into the following tree groups: 1) group I was five children who can do reading and writing of Kanamoji, 2) group II was five children who can do only reading of Kanamoji, and 3) group III was four children who cannot reading and writing of Kanamoji. Subjects were given various tasks which consisted of the act of analyzing the syllabic structure of words (ASSW), repetition task of a meaningless syllable, reproduction task of rhythm pattern, the imitation task of a series of motion, task of placing a series of pieces. The results were as follows: 1) In task of ASSW, group I was the highest-achieving, subsequently was the order of group II and group III. 2) In the repetition task of a meaningless syllable, group I was the highest-achieving, group II and III was low-achieving. 3) In the reproduction task of rhythm pattern, the difference remarkable in group I, II , and III was not seen. 4) In the imitation task of a series of motion, group I was the highest-achieving .subsequently was order of group III and group II. 5) In task of placing a series of pieces, group I was the highest-achieving, group II and III was lowachieving. Based on these results, readiness for learning Kanamoji in children with intellectual disabilities was considered.

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