読み困難児におけるひらがな読字能力と音韻処理能力の関連性の検討:―音読潜時と発話時間から―  [in Japanese] Relation Between Reading and Phonological Processing in Children With Reading Difficulties: Reading Latency and Articulation Time  [in Japanese]

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Abstract

本研究では、学齢期の定型発達児(<I>N</I>=120)における読字能力と音韻処理能力の関連の発達的変化、ならびに読み困難児(<I>N</I>=10)における読みの困難と音韻処理の特性および両者の関連性について検討した。課題はひらがな単文字、単語、非単語の読字課題と、モーラ削除課題、非単語復唱課題を用いた。その結果、定型発達児における読字能力と音韻処理能力の関連の様相は学年段階ごとに異なり、通常の読字発達過程における両者の関連の発達的変化が示唆された。また読字課題の反応時間を音読潜時と発話時間に分けて分析したところ、読み困難児に共通する特徴として単語に対する音読潜時と非単語に対する発話時間、さらにモーラ削除課題の遂行時間の延長が認められた。これらの結果から、ひらがなの読み困難のメカニズムにおいては、単語全体として認識する能力の発達の障害と、音韻意識の障害の二点が強く影響していることが示唆された。

The present study investigates the relation between reading and phonological processing in school-age children with and without reading difficulties (RD). After the developmental change in this relation in children without reading difficulties (grades 1-6; <I>N</I>=120) had been examined, the nature of reading problems and phonological deficits, and the relation between them, were investigated in children with reading difficulties (<I>N</I>=10; 9 elementary-school boys, 1 middle-school girl). Reading ability was assessed by having the children read kana characters, words, and nonwords. For the analysis, reading time was divided into reading latency and articulation time. Phonological processing was assessed by using a mora deletion task and a nonword repetition task. The results suggested that the correlation between reading and phonological processing varied with grade level for children without reading difficulties, which implies that the relationship shifts during reading development. A deviance analysis suggested that the children with reading difficulties had significantly longer reading latency for kana words and longer articulation time for kana nonwords. Moreover, the children with reading difficulties were significantly slower in the mora deletion task. The present findings suggest that a failure to develop whole-word recognition skills and a deficit in phonological awareness may play key roles in the reading problems of Japanese children.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 49(5), 435-444, 2012

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130003376445
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    023566766
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  J-STAGE 
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