Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
The Training for Students with Specific Difficulties in Learning
English
The Effectiveness of Word Reading Instruction Based on
Phonics
Sayano KAMIOKAGraduate School, Kochi University
Keita SUZUKIIwate University
Abstract
The purpose of this study was to examine the effects of the phonics instruction for students with specific difficulties in learning English. In this instruction, we considered the individual cognitive functions and the difference between Japanese and English linguistic systems. The participants were two students: student-A (14 years old) and student-B (16 years old). They had specific difficulties in learning English from basic level, including alphabetic grapheme-phoneme translation. Their intellectual levels ranged from below average to average. In addition, they showed cognitive weaknesses in planning ability and visual analysis. We focused on the alphabetic grapheme-phoneme correlation, and made an instruction method based on the phonics instruction. In this, we set five stages aimed to promote effective learning. We taught mainly grapheme and phoneme of the alphabet, the correct pronunciation of consonants and vowels, diphthongs (a sound formed by a combination of two vowels in a single syllable), and irregular pronunciation rules (e.g., silent “e”).
257
The effects of the instruction were evaluated through English vocabulary tests that consisted of 70 unlearned words. The tests were performed twice during pre- and post-instruction. The numbers of correct answers on the post-test showed greater increase compared to those on the pre-test, suggesting the educational effectiveness of instruction.
1.
2012
4.52.4
Attention Deficit Hyperactivity Disorder; ADHD Autism Spectrum Disorder; ASD
Learning Disorder; LD1999 LD
Developmental Dyslexia; DD
Lyon, Shaywitz & Shaywitz, 2003 , 2016
Butterworth & Kovas, 2013
Sparks, Patton & Ganschow 2012Linguistic Coding Difference Hypothesis,
LCDH
Wydell & Butterworth 1999 transparencyGranular size 2
CodingDecoding
, 2016
258
1
2002 LD 7
LD2013
2
2
2.1
4 Wechsler Intelligence Scale for Children-Fourth Edition; WISC- WISC-
DN-CAS Das-Naglieri Cognitive Assessment System; DN-CASDevelopmental Test of Visual Perception; DTVP
WISC- 5 0 16 1115 4
Verbal Comprehension Index; VCI Perceptual Reasoning Index; PRIWorking Memory Index; WMI Processing Speed Index; PSI
IQ Full Scale IQ; FIQ
259
Wechsler, 2003 WISC- , 2010DN-CAS 5 0 17 11
12PASS Planning
Attention Simultaneous SuccessiveNaglieli & Das, 1997
, 2007DTVP 1
5 Eye-Motor CoordinationFigure-Ground Constancy of Shape
Position in Shape Spacial RelationshipsFrostig,
1966 , 1977
2.2A B
2
A 2 12 5b
d p q
A Table1 WISC- PRI VCI 5PRI WMI 5
PRIPSI 5
DN-CAS 5
25
DTVPA
B 1 15 4
260
b d p qf t
B Table 1 WISC- PRI VCI 15
WMI VCI 5DN-CAS
13 6 7
DTVPB
A B
A
B
Table1 A B A , 2 CA:12:05 B , 2 CA15:04
261
2.3Wydell & Butterworth 1999 1
phoneme grapheme
e
A B
Table2
26 bd p q 1
a ba
b
Fig.1 2
2Fig.2
Fig.3
262
Table2.
26
26
[p][b][s][z][t][d][k][c][ck][g][m][n][h][f][v] [x][l][r][sh][j][th][ch][qu][w][y] [c] [g]
[sh] [ch] 2
[a][e][i][o][u][w][y]
2[y] [w]
[ai][ay][ea][ee][ie][oa][ue][ui][au][aw][ei][oi][oy][ou][ow][ew][ie][oo][oo]
2[ei][ai][ay]
[oo]
[e][k][w][p][b][e] kn [k]
263
( ) ( ) ( ) ( ) ( )( )
Fig.1.
Fig.3.
[ei][ai][ay] [ei]
Fig.2.
単語の中の発音しないルール
knから始まる単語の kは発音しない
wr から始まる単語のwは発音しない
ps から始まる単語の pは発音しない
mbで終わる単語のmは発音しない
単語の中の発音しないルール
□から始まる単語の kは発音しない
□から始まる単語のwは発音しない
□から始まる単語の pは発音しない
□で終わる単語のmは発音しない
264
A BA B
AA
B
2.4A 20XX 10 B 20XX 7 1 1 20
A 24 B 25
70
70
2.5
3.
A B Fig.4
A 70 10 1470 50 71
number bathsurprise
returnr
265
5I II
III IVV
International Phonetic Alphabet; IPA
Seidenberg, M. S. & McClelland, J. L., 1989 Phonology Orthography
Semantics 3
AB
1p q q
9
IV V
A B
LD 20022013
267
(2013)2 LD 22 (4), 455-456.
(2016) 36 2 , 170-176. doi: 10.2496/hbfr.36.170 (2002) LD
22 , 41-59. doi: pid/8226495 (2012).
. , 2012 12 5http://www.mext.go.jp/a_menu/shotou/tokubetu/material/__icsFiles/afieldfile/2012/12/10/1328729_01.pdf (1999). . , 1999 7 2 , http://www.mext.go.jp/a_menu/shotou/tokubetu/material/002.htm
Butterworth. B., & Kovas. Y. (2013). Understanding Neurocognitive Developmental Disorders Can Improve Education for All. SCIENCE, 340(19), 300-305. doi: 10.1126/science.1231022
David Wechler. (2003). Technical and interpretive manual for the Wechsler Intelligence Scale for Children – fourth edition. San Antonio, TX: NCS Pearson. . WISC-
2010 WISC-Jack A. Naglieri & J.P.Das. (1997). Cognitive Assessment System Interpretive Handbook. The Riverside
Publishing Company. A J P .2007 DN-CAS
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of Dyslexia. Annals of Dyslexia, 53, 1-14. doi: 10.1007/s11881-003-0001-9
Marianne Frostig. (1966). Administration and Scoring Manual for the Marianne Frostig Developmental Test of Visual Perception. Consulting Psychologists Press. .
1977
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568. doi: 10.1037//0033-295X.96.4.523
Sparks, R. L., Patton, J., & Ganschow, L. (2012). Profiles of more and less successful L2 learners: A cluster analysis study. Learning and Individual Differences, 22(4). 463-472. doi: 10.1016/j.lindif.2012.03.009
Wydell, T. N., & Butterworth, B., (1999). A case study of an English-Japanese bilingual with monological dyslexia. Cognition, 70, 273-305. doi: 10.1016/S0010-0277(99)00016-5
269