健常児における書字能力と形態認知との関連について : 精神遅滞児の書字能力を高めるための基礎的検討 An Investigation of the Relationship between Writing Skill and Form Recognition in Children Without Disabilities : As a Basic Examination to benefit that Skill in Children with Mental Retardation

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精神遅滞児の文字獲得、特に、書字獲得を促す指導要素を、健常児の発達的様相の中から明らかにするのが本研究のねらいである。3歳8ヵ月〜7歳11ヵ月の10名の健常児に、書字課題、読み課題、図形模写課題、フロスティッグ視知覚発達検査を実施した結果、(1)読字獲得が書字獲得より先行し、読み能力を高めることが大切であり、(2)△、☆の模写能力が書字能力のひとつの目安となること、(3)フロスティッグ視知覚発達検査の検査I、II、Vの領域の視知覚能力が書字能力と関係が深く、書字指導を進める際に、3mmの帯状の直線の枠の中に線が書ける目と手の運動調整能力がひとつの目安になること、刺激を構成している様々な線分を見分けて特定の図形に抽出していく能力、9,24ポイントで構成される空間の認知と、線分を見分けたり模写する能力が書字獲得を促すのに大切な要素であることが分かった。

In order to have a basis for developing writing skill in children with mental retardation, the present study examined elements that may be related positively to the ability to acquire writing skills in younger children without disabilities. Subjects were 10 children who were learning writing skills; they were from 3 years 8 months to 7 years 11 months old. They were tested on 5 tasks: (1) writing kana (the tester dictated the Japanese words for dog, picture book, mama, and papa) and their own names; (2) naming geometric figures (a triangle and others); (3) copying the same figures; (4) reading (46 hiragana syllables); and (5) doing some tasks selected from the Frostig Developmental Test of Visual Perception (DTVP). Writing skill was categorized into 4 levels: correctly written; unstable with few errors; unstable and right on only half of the problems; and impossible. From the comparison of this estimation with other test performances, the following were pointed out: (1) writing skill is preceded by reading ability, suggesting the importance of the prior acquisition of the latter; (2) copying figures is related strongly to writing, that is, good performers in writing are likely to copy a triangle or star-like figure successfully; (3) on the DTVP, items in Tests I, II, and V are related to writing performance, and a perceptual age (PA) of 4 years 3 months seems to be a borderline for the establishment of writing. Abilities such as drawing a line within a 3-mm band width in Test I (eyemotor coordination), extraction of a figure from overlapping ones in Test II (figure-ground discrimination), and discrimination and drawing of a line to connect dots in a matrix (9 or 24 dots) following a sample in Test V (spatial relationships) are thought to be potential bases for progress in writing skill.

収録刊行物

  • 特殊教育学研究

    特殊教育学研究 31(4), 37-43, 1994

    一般社団法人 日本特殊教育学会

各種コード

  • NII論文ID(NAID)
    110006784856
  • NII書誌ID(NCID)
    AN00172513
  • 本文言語コード
    JPN
  • ISSN
    03873374
  • NDL 記事登録ID
    3544101
  • NDL 刊行物分類
    F81(障害者教育)
  • NDL 雑誌分類
    ZF9(教育--各科教育)
  • NDL 請求記号
    Z7-314
  • データ提供元
    NDL  NII-ELS  J-STAGE 
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