Effectiveness of Reading and Writing Training with a Combined Visual and Auditory Method in Hiragana Representing Voiced Sounds in a Child with Down Syndrome

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  • KOBAYASHI Chisa
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • SAMBAI Ami
    Faculty of Human Sciences, University of Tsukuba
  • WATABE Keima
    Osaka Prefectural Ikuno School for Special Needs Education
  • SAEKI Yui
    Osaka Prefectural Yao School for Special Needs Education
  • OBUCHI Shuhei
    Osaka Prefectural Moriguchi School for Special Needs Education

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Other Title
  • ダウン症児一例への濁音ひらがな表記に関する視覚法と聴覚法を組み合わせた読み書き指導の有効性
  • ダウンショウジ イチレイ エ ノ ダクオン ヒラガナ ヒョウキ ニ カンスル シカクホウ ト チョウカクホウ オ クミアワセタ ヨミカキ シドウ ノ ユウコウセイ

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Abstract

<p>This study provided training in reading and writing Hiragana representing voiced sounds to a girl with Down Syndrome and tested its effectiveness. As an assessment, her Hiragana reading and writing skills and her cognitive abilities related to the acquisition of literacy were measured. In addition to phonological abilities, her visual cognitive faculties and auditory memory were found to be poor. To compensate for these, training combining visual and auditory methods of learning was used. The child practiced by looking at a character and the voiced sound mark and saying each phrase representing the notation of the target voiced sound. For practiced characters, reading and writing accuracies after training were higher than before. Her reading accuracy was maintained for six months after training. These results suggest that reading and writing training based on the child’s cognitive characteristics in this study was effective.</p>

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