An intervention study for children with learning difficulty on working memory and phonological awareness.

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This study aimed at improving literacy skills of children with learning difficulty by focusing on working memory and phonological awareness. First, I developed a Japanese version of Automated Working Memory Assessment(AWMA) in order to assess children's working memory(2009). Second, with the AWMA, I obtained the working memory profiles of 10 LD children who belonged to class for children with special need(2010). Finally, I launched a longitudinal study of an intervention program in English for the children once a week for 14 months(2010-2011). I organized the intervention program by means of trying (1) to avoid memory errors by the children from their limited working memory,( 2) to understand the characteristic of their working memory profiles and (3) to improve their phonological awareness in English. In results, they became capable of reading story books in English because of their high phonological awareness in English and became more independent learners, successfully.