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

本研究旨在提高学习困难儿童的读写能力，重点关注工作记忆和语音意识。首先，我开发了一个日文版的自动工作记忆评估（AWMA）来评估儿童的工作记忆（2009）。其次，利用AWMA，我获得了属于特殊需要儿童班（2010）的10名LD儿童的工作记忆概况。最后，我对儿童进行了为期14个月，每周一次的英语干预项目的纵向研究（2010-2011）。我通过尝试(1)从儿童有限的工作记忆中避免他们的记忆错误，(2)了解他们的工作记忆概况的特点，(3)提高他们的英语语音意识来组织干预计划。结果，由于他们对英语语音的高度意识，他们能够阅读英语故事书，并成功地成为更独立的学习者。

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.