Stimulus pairing training for Kanji reading skills in students with developmental disabilities

Mikimasa Omori*, Jun ichi Yamamoto

*この研究の対応する著者

研究成果: Article査読

8 被引用数 (Scopus)

抄録

Japanese students with developmental disabilities often exhibit difficulties in reading, particularly in Kanji (ideogram) reading, and in acquiring the equivalence relations between pictures, written words, and sounds. Previous research suggested that one student with autism could acquire Kanji reading along with equivalence relations through stimulus pairing training. However, maintenance rates tended to be very low, possibly due to the lack of picture stimuli. In this study, we examined the acquisition and maintenance of Kanji reading skills through stimulus pairing training using corresponding pictures for six students with developmental disabilities. We prepared stimulus pairs consisting of picture stimuli that the students could name along with a corresponding Kanji character that they could not read. All students successfully acquired and maintained the Kanji reading skills through this procedure. These findings suggest that the nameability of picture stimuli in stimulus pairing training may facilitate the acquisition and maintenance of equivalence relations for reading.

本文言語English
ページ(範囲)1109-1118
ページ数10
ジャーナルResearch in Developmental Disabilities
34
4
DOI
出版ステータスPublished - 2013 4
外部発表はい

ASJC Scopus subject areas

  • 発達心理学および教育心理学
  • 臨床心理学

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