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

水内 豊和

七木田 敦

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

教育 [ 370 ]

日本語

広島大学教育学部

[ISSN] 0919-8652

[NCID] AA11550246