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

摘要本研究的目的是建立一种检测学习障碍儿童（LD）入学前的筛查方法，并探讨基于证据的LD干预措施。本研究对来自东京、千叶、埼玉和神奈川县的1647名6岁儿童进行了队列研究。他们从学前班一直被跟踪到三年级。采用逐步回归分析的方法预测平假名在1年级、片假名在2^<和>年级、汉字在3^<和>年级的读写能力。预测因子的候选测试项目为快速命名测验、非单词重复、单词重复的口头颠倒任务、数字顺序的口头颠倒任务、句子的听觉理解测试、数字记忆测试。结果表明，6岁人物记忆分数预测平假名1^<st>级阅读能力，单词重复口语逆转分数预测非单词阅读能力。非单词重复分数预测片假名阅读在2^<和>级。除了分数。非单词重复，六岁时延迟记忆数字的分数，预测二年级片假名阅读能力。延迟识别数字的分数预测二年级的汉字阅读。此外，口头倒转单词重复预测片假名写作，句子听觉理解和非单词重复预测平假名写作，延迟的数字记忆识别能力预测汉字写作。这些数据表明，我们开发的筛选测试，很可能预测入学前阅读/写作的成就。总之，这个简短的测试对检测孩子的阅读/写作能力很有用。对于基于证据的干预方法，我们绕过了信息处理的病变部分，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。

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.