{"created":"2023-07-25T09:03:25.094317+00:00","id":1065,"links":{},"metadata":{"_buckets":{"deposit":"c002b7c1-3ec5-44f6-b8e8-9ae831fb6321"},"_deposit":{"created_by":3,"id":"1065","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"1065"},"status":"published"},"_oai":{"id":"oai:toyama.repo.nii.ac.jp:00001065","sets":["74:77:166:169"]},"author_link":["2995","2994","3000","2996","3001","2997","2999","2998"],"item_3_alternative_title_19":{"attribute_name":"その他（別言語等）のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The study of learning modality and the language domain to have an unfluence on scholastic ability"}]},"item_3_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2012-05-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"24","bibliographicPageStart":"21","bibliographicVolumeNumber":"3","bibliographic_titles":[{"bibliographic_title":"とやま発達福祉学年報"}]}]},"item_3_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"学習到達度に書字力，語彙力，視写力，注意，非言語性知能が及ぼす影響について検討を行った。一般小学校１年～５年，243名を対象として教研式学力テスト（国語と算数）を従属変数とし，小学生の標準読み書きスクリーニングテスト（STRAW），標準抽象語理解力テスト（SCTAW），幾何図形遠見視写課題，レーブン色彩マトリックステスト，かな拾い読みテストの成績を独立変数として実施し重回帰分析を行った。結果，学習到達度に最も影響を及ぼしていた変数はSTRAWの漢字書字課題の成績であり，漢字書字は国語だけでなく算数においてももっとも有効な独立変数であった。また漢字書字についで国語算数ともに幾何図形遠見視写課題の成績が有効であった。このことから１）書き困難，視写困難が二次的に学習到達度（学力）の阻害因子となりうる危険性が高いこと２）教科教育の場面では，書きや視写に困難を示すことが示されている発達性ディスレクシアや眼球運動コントロールの機能障害を持つ児に対して①板書に代わる情報補償の必要性②「書いて覚えること」に代わりうる学習方略の検討が必須であることが示された。","subitem_description_type":"Abstract"}]},"item_3_description_40":{"attribute_name":"資源タイプ(DSpace)","attribute_value_mlt":[{"subitem_description":"Article","subitem_description_type":"Other"}]},"item_3_description_6":{"attribute_name":"引用","attribute_value_mlt":[{"subitem_description":"とやま発達福祉学年報, 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