読み困難児の誤読分析 : 文章音読課題における誤読基準表の作成

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タイトル別名
  • Miscue Analysis of Reading Difficulties : Making Norms of Miscue Analysis on the Oral Prose Reading Task
  • 読み困難児の誤読分析 : 文章音読課題における誤読規準表の作成
  • ヨミ コンナンジ ノ ゴドク ブンセキ : ブンショウ オンドク カダイ ニ オケル ゴドク キジュンヒョウ ノ サクセイ

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These studies were presented to examine norms of miscue analysis on the oral prose reading tasks which were developed experimentally by Shimada（2012）. The purpose of study 1 was to make norms of miscue analysis. Participants were 17 elementary first graders with normal reading achievement and 2 children with severe reading difficulties（child A was second grader and child B was first grader）. Normal control group and child A participated in former study （Shimada, 2012）. So the miscue records of these children in former study were used to miscue analysis in present study. Child B was participated and assessed by oral prose reading tasks for the first time in present study. 75 samples of oral reading errors were corrected through these children. According to the results of miscue analysis on all children, I made 4 categories（including 9 subcategories） of oral reading error types. Still more, according to the results of miscue analysis on normal control group, I made the norms（average, average ＋1．5SD, average ＋2．0SD）of reading error occurrence in each category and ascertained the ratio of reading error occurrence in each subcategory. The purpose of study 2 was to assess a child（child C）, who had severe reading difficulties but was not diagnosed as any other disorders, by the norms of reading speed and miscue analysis actually. The results of assessment showed that three properties were the fundamental factors of child with severe reading difficulties. ①Reading speed was very slowly. ②Reading error occurrence in misread category（including subcategories : lack of semantic accuracy, lack of phonological awareness, lack of fluency）was so many. ③Especially the ratio of reading error occurrence by lack of fluency was most high. It is concluded that teachers will be able to notice the signs and symptoms of Developmental Dyslexia so quickly using both of psychological tests for screening and oral prose reading tasks.

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