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

本研究旨在通过对工作记忆和语音意识的研究来提高学习困难儿童的读写能力。首先，我开发了一个日文版的自动工作记忆评估（AWMA），以评估儿童的工作记忆（2009）。第二，采用工作记忆量表（AWMA）对2010年特需班的10名学习困难儿童的工作记忆进行了测量。最后，我启动了一项为期14个月（2010-2011年）的每周一次英语干预计划的纵向研究。本研究的目的是：（1）避免儿童有限的工作记忆造成的记忆错误;（2）了解儿童工作记忆的特点;（3）提高儿童的英语语音意识。结果表明，由于他们的英语语音意识很强，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.