学習に遅れがある小学５年児童の行動と支援の事例 : ワーキングメモリプロフィールの異なる児童に焦点を当てて

Fifth-Graders with Learning Difficulties : A Case Study of Behavior and Support Using Working Memory Theory

福丸 奈津子

湯澤 正通

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

The current study examined the cases of four 5th-grade students with learning difficulties studying at an elementary school. All of the children in the class underwent tests of working memory, and performance was lowest among four children with learning difficulties. Although the difficulties exhibited by these children differed in terms of their working memory profiles, they showed common behavioral features, each being unable to understand lengthy instructions or Japanese sentences or cope with complex arithmetic problems. For 1 year the teacher provided the children with a series of support methods, in which the children could gradually learn the material, step by step. The amount of information provided to the children was controlled, so that they could manage the information more effectively. The children generally showed positive responses to this supported learning. This study describes the behavior of the children, and discusses the effects of supported learning.

elementary school children

learning difficulty

support

working memory

小学生

学習困難

支援

ワーキングメモリ

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039