The effectiveness of the early instruction; prevention of reading comprehension difficulties in learning disabilities

早期教学的有效性；

• 批准号: 24730772
• 负责人: URA Yukiko
• 金额: $ 1.75万
• 依托单位: Saitama Junshin College
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Young Scientists (B)
• 财政年份: 2012
• 资助国家: 日本
• 起止时间: 2012-04-01 至 2014-03-31
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-24730772/
• 关键词: 聞き取り指導; 語彙指導; 幼児; 読解; 聞き取り; 語彙; 指導

This study examined the effectiveness of the two instructions for preschool children, one was listening comprehension instruction with vocabulary training and the other was only vocabulary instruction. As a result, the children that were impaired in language skills improved than before with listening comprehension instruction in study 1. However, the obvious difference of effectiveness was not found compared with vocabulary instruction in study 2.

本研究探讨了两种教学方法对学龄前儿童听力理解的有效性，一种是听力教学结合词汇训练，另一种是单纯的词汇教学。结果，在研究1中，语言技能受损的儿童在听力理解指导下比以前有所改善。然而，与词汇教学相比，研究二的效果并没有发现明显的差异。