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学習障害児のための個別学習指導 : 視写のカリキュラムに基づく尺度を用いたプログレス・モニタリング
http://hdl.handle.net/2298/00045343
http://hdl.handle.net/2298/000453434fc35f02-3a6b-47bd-810f-f76cb172ffd3
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0039_047-055.pdf (1.2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2022-02-22 | |||||
| タイトル | ||||||
| タイトル | 学習障害児のための個別学習指導 : 視写のカリキュラムに基づく尺度を用いたプログレス・モニタリング | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Individualized learning intervention for students with learning disabilities : Progress monitoring using copying curriculum-based measurement | |||||
| 言語 | en | |||||
| タイトル | ||||||
| タイトル | ガクシュウ ショウガイジ ノ タメノ コベツ ガクシュウ シドウ : シシャ ノ カリキュラム ニ モトズク シャクド オ モチイタ プログレス モニタリング | |||||
| 言語 | ja-Kana | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題 | curriculum-based measurement, progress monitoring, copy, learning disabilities | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
干川, 隆
× 干川, 隆 |
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| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This study aims to examine whether the copying curriculum-based measure（CBM）, which was standardized by Hoshikawa（2020a）, can monitor the progress of students diagnosed with learning disabilities or presumed to have learning disabilities through individualized instruction. The study recruited 17 elementary school students with difficulties in the Japanese language and who had been attending university learning support classes. They received individualized instruction and copying CBM from May to February of the following year. Their learning progress was compared with that of students with typical development. The result indicated that the scores for copying CBM increased for all but one participant, whereas the Z-scores changed positively for eight participants, remained the same for five participants, and decreased for four participants. Two subjects with high Z-scores reached the average range. The instruction content was suitable for a student with a high Z-score but requires further selection for another student with a low Z-score. The study infers that students with Z-scores that remained the same were able to maintain this range of difficulty. If the copying CBM can be standardized in this manner, then monitoring the learning progress of students with various forms of learning disabilities will be possible. Furthermore, demonstrating the validity of teaching content will be achieved. | |||||
| 書誌情報 |
ja : 熊本大学教育実践研究 en : BULLETIN OF CENTER FOR EDUCATIONAL RESEARCH AND SCHOOL DEVELOPMENT FACULTY OF EDUCATION KUMAMOTO UNIVERSITY 巻 39, p. 47-55, 発行年 2022-02 |
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| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11700236 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | 熊本大学教育学部附属教育実践総合センター | |||||
| 言語 | ja | |||||
