@article{oai:kumadai.repo.nii.ac.jp:00026909,
 author = {小畑, 雅子 and Obata, Masako and 干川, 隆 and Hoshikawa, Takashi and 小畑, 雅子 and Obata, Masako and 干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育学部紀要 自然科学},
 month = {Dec},
 note = {application/pdf, 論文(Article), The purpose of this study is to investigate the effects of teaching Chinese characters in a child with pervasive development disorders according to its cognitive style. The subject was a 12-year-old boy (6th graders) who received the following 2-phase instruction according to our intervention strategies. During the first phase of instruction, he learned some Chinese characters which were divided into several parts, in addition to verbal rehearsal. During the second phase of instruction, he had much fun in learning Chinese characters when several parts of these Chinese characters were used like a puzzle. As a result, of those 35 Chinese characters he learned during the first phase of instruction, he was able to obtain 32 correct answers (91%). In addition, he could obtain 47 correct answers among 55 Chinese characters he learned during the second phase of instruction (86%). Therefore, the result of this study has suggested that it is important to instruct children with pervasive development disorders according to their cognitive style when teaching Chinese characters.
Key words: pervasive developmental disorders, cognitive style, learning Chinese characters.},
 pages = {7--13},
 title = {広汎性発達障害のある児童への漢字学習に及ぼす認知スタイルに合わせた指導の効果},
 volume = {61},
 year = {2012},
 yomi = {オバタ, マサコ and ホシカワ, タカシ and オバタ, マサコ and ホシカワ, タカシ}
}