幼児期の学習障害とそのアセスメント

Introduction of Assessment of Learning Disabilities in Early Childhood

Mizuuchi Toyokazu

Nanakida Atsushi

広島大学教育学部紀要. 第三部, 教育人間科学関連領域

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

The Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R; Woodcock & Johnson, 1989) contains a set of wide-ranging tests for measuring specific cognitive abilities, scholastic aptitudes, and achievement. The WJ-R is comprised of two major parts: The Woodcock-Johnson Tests of Cognitive Ability (WJ-R COG) and the Woodcock-Johnson Tests of Achievement (WJ-R ACH), which procedure have been added to allow norm-based evaluations of intra-cognitive and intra-achievement discrepancies as well as aptitude/achievement discrepancies; and interpretation of the Tests of Cognitive Ability has been enhanced by linkage to the Horn-Cattell (Cattell, 1963) Gf-Gc (fluid and crystallized abilities) theory of intellectual processing. Each of these major parts is subdivided further into a Standard Battery and a Supplemental Battery, which included in early development measure. The wide range and breadth of coverage of abilities and skills assessed by the WJ-R provide a variety of assessment options and allow for its use in educational, clinical, and research institutions for a variety of purposes. These include diagnosis of exceptionality, guidance, assessing growth, program evaluation, and research. For early childhood special education, the WJ-R will no doubt find its most frequent utilization within the educational setting and for development of individualized programing.

learning disabilities

early childhood

assessment

WJ-R

学習障害(LD)

幼児

アセスメント

Education [ 370 ]

jpn

広島大学教育学部

[ISSN] 0919-8652

[NCID] AA11550246