The Training for Students with Specific Difficulties in Learning

English

The Effectiveness of Word Reading Instruction Based on

Phonics

Sayano KAMIOKAGraduate School, Kochi University

Keita SUZUKIIwate University

Abstract

The purpose of this study was to examine the effects of the phonics instruction for students with specific difficulties in learning English. In this instruction, we considered the individual cognitive functions and the difference between Japanese and English linguistic systems. The participants were two students: student-A (14 years old) and student-B (16 years old). They had specific difficulties in learning English from basic level, including alphabetic grapheme-phoneme translation. Their intellectual levels ranged from below average to average. In addition, they showed cognitive weaknesses in planning ability and visual analysis. We focused on the alphabetic grapheme-phoneme correlation, and made an instruction method based on the phonics instruction. In this, we set five stages aimed to promote effective learning. We taught mainly grapheme and phoneme of the alphabet, the correct pronunciation of consonants and vowels, diphthongs (a sound formed by a combination of two vowels in a single syllable), and irregular pronunciation rules (e.g., silent “e”).

257

The effects of the instruction were evaluated through English vocabulary tests that consisted of 70 unlearned words. The tests were performed twice during pre- and post-instruction. The numbers of correct answers on the post-test showed greater increase compared to those on the pre-test, suggesting the educational effectiveness of instruction.

1.

2012

4.52.4

Attention Deficit Hyperactivity Disorder; ADHD Autism Spectrum Disorder; ASD

Learning Disorder; LD1999 LD

Developmental Dyslexia; DD

Lyon, Shaywitz & Shaywitz, 2003 , 2016

Butterworth & Kovas, 2013

Sparks, Patton & Ganschow 2012Linguistic Coding Difference Hypothesis,

LCDH

Wydell & Butterworth 1999 transparencyGranular size 2

CodingDecoding

, 2016

258

1

2002 LD 7

LD2013

2

2

2.1

4 Wechsler Intelligence Scale for Children-Fourth Edition; WISC- WISC-

DN-CAS Das-Naglieri Cognitive Assessment System; DN-CASDevelopmental Test of Visual Perception; DTVP

WISC- 5 0 16 1115 4

Verbal Comprehension Index; VCI Perceptual Reasoning Index; PRIWorking Memory Index; WMI Processing Speed Index; PSI

IQ Full Scale IQ; FIQ

259

Wechsler, 2003 WISC- , 2010DN-CAS 5 0 17 11

12PASS Planning

Attention Simultaneous SuccessiveNaglieli & Das, 1997

, 2007DTVP 1

5 Eye-Motor CoordinationFigure-Ground Constancy of Shape

Position in Shape Spacial RelationshipsFrostig,

1966 , 1977

2.2A B

2

A 2 12 5b

d p q

A Table1 WISC- PRI VCI 5PRI WMI 5

PRIPSI 5

DN-CAS 5

25

DTVPA

B 1 15 4

260

b d p qf t

B Table 1 WISC- PRI VCI 15

WMI VCI 5DN-CAS

13 6 7

DTVPB

A B

A

B

Table1 A B A , 2 CA:12:05 B , 2 CA15:04

261

2.3Wydell & Butterworth 1999 1

phoneme grapheme

e

A B

Table2

26 bd p q 1

a ba

b

Fig.1 2

2Fig.2

Fig.3

262

Table2.

26

26

[p][b][s][z][t][d][k][c][ck][g][m][n][h][f][v] [x][l][r][sh][j][th][ch][qu][w][y] [c] [g]

[sh] [ch] 2

[a][e][i][o][u][w][y]

2[y] [w]

[ai][ay][ea][ee][ie][oa][ue][ui][au][aw][ei][oi][oy][ou][ow][ew][ie][oo][oo]

2[ei][ai][ay]

[oo]

[e][k][w][p][b][e] kn [k]

263

( ) ( ) ( ) ( ) ( )( )

Fig.1.

Fig.3.

[ei][ai][ay] [ei]

Fig.2.

単語の中の発音しないルール

knから始まる単語の kは発音しない

wr から始まる単語のwは発音しない

ps から始まる単語の pは発音しない

mbで終わる単語のmは発音しない

単語の中の発音しないルール

□から始まる単語の kは発音しない

□から始まる単語のwは発音しない

□から始まる単語の pは発音しない

□で終わる単語のmは発音しない

264

A BA B

AA

B

2.4A 20XX 10 B 20XX 7 1 1 20

A 24 B 25

70

70

2.5

3.

A B Fig.4

A 70 10 1470 50 71

number bathsurprise

returnr

265

B 70 22 3170 53 76

futurereason

talk

4.

AB

A B

A B

Fig.4. A B

266

5I II

III IVV

International Phonetic Alphabet; IPA

Seidenberg, M. S. & McClelland, J. L., 1989 Phonology Orthography

Semantics 3

AB

1p q q

9

IV V

A B

LD 20022013

267

Decoding

A

B

2

268

(2013)2 LD 22 (4), 455-456.

(2016) 36 2 , 170-176. doi: 10.2496/hbfr.36.170 (2002) LD

22 , 41-59. doi: pid/8226495 (2012).

. , 2012 12 5http://www.mext.go.jp/a_menu/shotou/tokubetu/material/__icsFiles/afieldfile/2012/12/10/1328729_01.pdf (1999). . , 1999 7 2 , http://www.mext.go.jp/a_menu/shotou/tokubetu/material/002.htm

Butterworth. B., & Kovas. Y. (2013). Understanding Neurocognitive Developmental Disorders Can Improve Education for All. SCIENCE, 340(19), 300-305. doi: 10.1126/science.1231022

David Wechler. (2003). Technical and interpretive manual for the Wechsler Intelligence Scale for Children – fourth edition. San Antonio, TX: NCS Pearson. . WISC-

2010 WISC-Jack A. Naglieri & J.P.Das. (1997). Cognitive Assessment System Interpretive Handbook. The Riverside

Publishing Company. A J P .2007 DN-CAS

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of Dyslexia. Annals of Dyslexia, 53, 1-14. doi: 10.1007/s11881-003-0001-9

Marianne Frostig. (1966). Administration and Scoring Manual for the Marianne Frostig Developmental Test of Visual Perception. Consulting Psychologists Press. .

1977

Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568. doi: 10.1037//0033-295X.96.4.523

Sparks, R. L., Patton, J., & Ganschow, L. (2012). Profiles of more and less successful L2 learners: A cluster analysis study. Learning and Individual Differences, 22(4). 463-472. doi: 10.1016/j.lindif.2012.03.009

Wydell, T. N., & Butterworth, B., (1999). A case study of an English-Japanese bilingual with monological dyslexia. Cognition, 70, 273-305. doi: 10.1016/S0010-0277(99)00016-5

269