聖路加国際大学図書館 聖路加国際大学   

SLIU Repository >
聖路加看護大学紀要 >
25号 >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10285/352

NII Resource type: Departmental Bulletin Paper
Title: 学習障害児とその近接領域児の英語におけるつまづきと指導
Other Titles: Difficulties in English Specific to Children with Learning Disabilities.
Authors: 深谷, 計子
平井, 由美子
Keywords: ディスレクシア(読み書き障害)
learning disabilities
Shimei: 聖路加看護大学紀要
Issue: 25
Start page: 68
End page: 80
Issue Date: 1-Mar-1999
ISSN: 02892863
Abstract:  学習障害児および近接領域児を対象とした英語教室を開設して1年が経過した。LD児の英語教育のニード、実践方法ならびに各生徒の英語のつまずきの具体例を提示しながら、LD児の英語教育における効果的指導方法を探る。本教室参加のLD児の日本語と英語におけるつまずきは共に視覚性言語に顕著に表われ、記憶保持が短時間ですむ短い英文については聴覚性言語での問題はほとんどみられなかった。アルファベットの混乱については、日本人学習者と英語を母国語とする学習者に多くの共通点が見られたため、フォニックスの指導を試みた。その他、多感覚を用いた指導、具体的事柄のとりあげなどLD児指導での共通点を改めて確認した。
Abstract-Alternative: Having attracted attention a few decades behind the United States of America, English education for LD students in Japan lacks established methodology as well as materials.This is a report of an English class for some 10 LD students, ranging from 5th to 9th graders, under the instruction given by volunteer English teachers, psychologists, graduate students and parents of LD children. Most students in the program are superior in listening comprehension and speaking compared to their reading comprehension and writing abilities, both in Japanese, their native language, and in English.Therefore, phonetic awareness is emphasized in class in order that the students can recognize the relationship between letters and sounds, and this method has proved to be successful. Some problems of L2 students(students who learn English as a second language) are identified similar to those of L1 students(students whose mother tongue is English):having difficulty in writing "J", "N", "S", "b", "d", "g", "p", and "q";having difficulty in learning lower case alphabets;mixing up "b" and "d", "p" and "q", "n" and "m", "a", "I" and "e";skipping periods or question marks when writing sentences.Those problems can be slightly solved by explaining the shapes of letters and giving some hints to help their memory, training to make it a practice to monitor their writing. Students with learning disabilities have diverse problems.This report ends in some concrete advice for LD students, parents and English teachers.
Bibliography: 大石敬子:読み障害児の指導-神経心理学的アプローチ-, 小児の精神と神経, 32, 215-224,1992.
Myklebust, H.R.:The psychology of deafness, New York. Grune & Stratton. 1964.
Wallace, G.& McLoughlin, J.A.:Learning disabilites: Concepts and characteristics. Macmillan Publishing Company. 1975.
Hornsby, Beve:Overcoming dyslexia:A straightforward guide for families and teachers. London. Macdonald Optima. 1984.
Perfetti, C.A.:Reading ability, New York, Oxford University Press, 1995.
Stanovich, K.E.:Toward an interactive compensation model of individual differences in the development of reading fluency, Reading Research Quarterly, 16, 32-71, 1980.
中根晃:青年期の学習障害-特に自閉症との鑑別について 学習障害シンポジウム実行委員会編, 学習障害, 概念-症状-指導-学習障害シンポジウム・国際学習障害シンポジウムから, 31-37, 1996.
Just, M.A.& Carpenter P.A.:A capacity theory of comprehension:Individual differences in working memory, Psychologocal, Review, 99, 122-149, 1992.
Harrington, M.& Sawyer, M.:L2 working memory capacity and L2 reading skill, Studies in Second language Acquisition, 14, 25-38, 1992.
Description: 報告
URI: http://hdl.handle.net/10285/352
Appears in Collections:25号

Files in This Item:

File Description SizeFormat
19990501123610000205007.pdf1.05 MBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.


Valid XHTML 1.0! DSpace Software Copyright © 2002-2010  Duraspace - Feedback