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子ども発達臨床研究 = The Annual Report of Research and Clinical Center for Child Development >
第17号 >


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Title: 書字困難児の認知行動的特徴と経過との関連について
Other Titles: The Relationship between Cognitive and Behavioral Features and the Trajectory of Children with Writing Difficulties
Authors: 栁内, 景太1 Browse this author
関, あゆみ2 Browse this author →KAKEN DB
Authors(alt): Yanai, Keita1
Seki, Ayumi2
Keywords: 書字困難
Writing difficulties
Learning motivation
Cognitive features
Behavioral features
Issue Date: 24-Mar-2023
Publisher: 北海道大学大学院教育学研究院附属子ども発達臨床研究センター
Journal Title: 子ども発達臨床研究
Journal Title(alt): Annual Report of Research and Clinical Center for Child Development
Volume: 17
Start Page: 23
End Page: 31
Abstract: 書字困難児に対して不適切な対応が為されると、書字への抵抗が強まり学習意欲の低下を引き起こすことがある。そこで、本研究では小学生の書字困難児4 名を対象に、書字困難児の認知行動的特徴と経過との関連について検討した。その結果、共通する認知行動面の困難としてワーキングメモリ、巧緻性、目と手の協応、視覚認知の困難と不注意が認められた。また、共通する経過として、学習する漢字がより複雑になり、自己客観視が可能となる小学3 年時頃より、自尊心が低下し、学習意欲が低下することが認められた。加えて、行動面の困難として多動と対人関係にも困難を有すると、不適応の原因を見極めることが難しく、書字への支援が遅れ、学習意欲の改善が著しく困難になることが示唆された。従って、多動と対人関係の困難が目立つ場合でも、書字困難への対応を後回しにしないことが重要と思われる。
When children with writing difficulties are handled inappropriately, their resistance to writing may increase and lead to a diminished motivation for learning. This study aimed to investigate the relationship between cognitive and behavioral features and the trajectory of four elementary school children with writing difficulties. Results showed that common cognitive difficulties these children struggled with were working memory, fine motor skills, visual-motor integration, visual perception, and persistence of attention. Also commonly observed was a decline in self-esteem, reducing their learning motivation around the third grade of elementary school. These attitudes are believed to arise because the kanji they learn become more complex in the third grade of elementary school, and they are able to view themselves objectively. Furthermore, in terms of behavioral difficulties, it was suggested that hyperactivity and interpersonal challenges hamper identification of the cause of the maladjustment and they receive writing support too late, making it significantly more difficult to improve resistance to writing and learning motivation. Therefore, it seems important to provide support for these children as early as possible, even if they have hyperactivity and interpersonal issues.
Type: bulletin (article)
Appears in Collections:子ども発達臨床研究 = The Annual Report of Research and Clinical Center for Child Development > 第17号

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