漢字書字に困難のある児童への正しい形態の習得を目指した指導の効果

本研究は通常学級に在籍する漢字書字に困難のある児童に対し,正しい形態の習得を目指した指導を行い,誤書字変化にも目を向けその有効性を検討した。対象児は小学3年生の学習障害(LD)の診断を受けている男児(X児)と,障害の診断を受けていない女児(Y児)2名であった。指導は個に応じた指導を行い,X児は再認能力の高さを利用した指導,Y児は図形弁別の弱さを補完する指導といった,漢字パーツへの着目が容易になる指導を実施した。その結果,X児において非字・形態の割合が大幅に低下し,非字・形態エラーを持つ児童への指導の効果が示唆された。またY児においては,漢字の書字成績が大幅に向上した。本研究によって,グレーゾーン児童の指導において,苦手とする認知処理をできるだけ容易にする指導の工夫の重要性が示唆された。
This study investigated the effects of the instruction to pupils having trouble in writing Chinese characters in a normal class,from the perspective of correct forms and changes in the types of errors in writing. The subject of this study were 2 third-graders. One was a boy diagnosed with LD (pupil X) and the other was a girl who was not challenged (pupil Y). We carried out differentiated instruction,expecting them to focus more easily on the parts of Chinese characters. In particular,we gave instruction taking advantage of the recognition ability of pupil X and instruction making up for the weakness in discrimination of figures of pupil Y. The results show that the rate of errors in writing Chinese characters categorized as “non-character & errors in forms" type of pupil X decreased greatly,which suggests the validity of the instruction to pupils having such errors. Furthermore, pupil Y improved her grades in writing Chinese characters remarkably. This study suggested interventions that corresponds to the cognitive characteristics should be provided for children with an undiagnosed learning disorder.