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The study of development of screening test for pre-school children to detect children with learning disabilities to be, and efficacy of intervention for children with LD

学前儿童学习障碍筛查测试的开发及对学习障碍儿童的干预效果研究

基本信息

批准号：
15300209
负责人：
UNO Akira
金额：
$ 8.38万
依托单位：
University of Tsukuba (2004-2006)National Center of Neurology and Psychiatry (2003)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2006
项目状态：
已结题

项目摘要

The purposes of this study are to develop a screening test to detect the children with learning disabilities (LD) before school and to investigate the evidence based intervention for LD. 1647 children, at the age of six, in Tokyo, Chiba, Saitama and Kanagawa 1 prefectures, were participated in this cohort study. They were followed up from pre school to grade three. Then we predicted the reading/writing attainment of Hiragana at 1st grade, Katakana at 2^<nd> grade, and Kanji at 3^<rd> grade form their cognitive abilities by using Stepwise regression analysis. The test items, those were candidates of predictors, were RAN(Rapid Naming), non-word repetition, oral reversal task of repetition of words, oral reversal task of digits order, auditory comprehension test of sentences, memory test of figures. As a result, memory score of figures aged six predict reading ability of a Hiragana character at the 1^<st> grade, oral reversal score of repetition of words predict non-word reading. Scores of non-word repetition predict Katakana reading at the 2^<nd> grade. In addition to scores. of non-word repetition, scores in delayed memory of figures at the age of six, predicted Katakana reading ability at second grade. Scores in delayed recognition of figures predicted Kanji reading at second grade. As well, oral reversal of word repetition predicted Katakana writing, for auditory comprehension of sentences and non-word repetition predicted Hiragana writing, delayed recognitive ability of memory of figures predicted Kanji writing. These data suggest that screening test we developed, is likely to predict an attainment of reading/writing before school. In conclusion, this short test is useful for detecting children abilities of reading/writing. For evidence based intervention methods, by-passing the lesion part of information processing, we published three scientific papers. These methods are also likely to be useful as professional intervention methods.

本研究的目的是开发一套适合于学龄前学习障碍儿童的筛查工具，并探讨学习障碍儿童的循证干预措施。在东京、千叶、琦玉和神奈川1个县的1647名6岁儿童参加了这项队列研究。他们从学前班一直跟踪到三年级。然后运用逐步回归分析方法，从认知能力的角度对一年级平假名、二年级片假名和三年级汉字的阅读/写能力进行预测<nd><rd>。预测因子的候选测验项目有快速复述、非词复述、词复述的口头翻转任务、数字顺序的口头翻转任务、句子的听觉理解测验、图形的记忆测验。结果表明，6岁儿童图形记忆成绩预测1级平假名的阅读能力<st>，单词重复的口头反转成绩预测非单词阅读能力。非字词重复的分数预测片假名阅读在2^<nd>年级。除了分数。六岁时的数字延迟记忆分数与二年级时的片假名阅读能力有显著的相关性。数字延迟识别的分数预测了二年级的汉字阅读。此外，口头逆转的字重复预测片假名写作，听觉理解的句子和非字重复预测平假名写作，延迟的记忆能力的数字预测汉字写作。这些数据表明，我们开发的筛选测试可能可以预测上学前的阅读/写作能力。总之，本测验对儿童阅读/写能力的检测是有用的。对于循证干预方法，绕过信息处理的损伤部分，我们发表了三篇科学论文。这些方法也可能是有用的专业干预方法。