Hiroshima journal of school education Volume 18
2012-03-20 発行

漢字の習得に困難を示す小学生に対する認知カウンセリング : 漢字の読みと書きのリンクの獲得

A cognitive counseling for a child who has difficulty in learning kanji : Make the link of a kanji and the pronunciation
Toyama, Chie
Kifune, Noriyuki
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abstract
This paper is a case report for a child who has difficulty in learning kanji by cognitive counseling. The first author instructed an elementary school fifth grader of LD. He showed difficulty for the reading and writing of the kanji to learn in first and second grade, and he answered the similar kanji of the pronunciation on a kanji test. Therefore, it thought that it would be memorized without linking a kanji and the pronunciation, and performed cognitive counseling to make the link of a kanji and the pronunciation as center theme. I instructed by the flow that first was to capture the form of a kanji, second was to learn the pronunciation of the kanji, third was to make corresponding of the kanji and the pronunciation, fourth was to perform a print of the kanji's construction of stroke. The result of this instruction, he became able to write 40 kanji of the 42 kanji, and was able to hold memory of the kanji for a maximum of two months. A future subject is how to learn the complicated kanji learned above the second grader in an elementary school.
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