2022 Volume 46 Issue 1 Pages 249-259
Previous studies have shown that cognitive processing ability is involved in the reading and writing abilities of Hiragana voiced and semi-voiced sounds and special syllables in children with Down syndrome. In this study, we conducted reading and writing instruction for voiced sound, semi-voiced sound, and special syllables with cognitive processing ability, and examined the ideal way of instruction. The target children were three girls with Down syndrome in the 4th to 6th grades of elementary school attending a special school. As a result of the assessment, child A has improved reading and writing ability of voiced sound / semi-voiced sound, child B has reading ability of special syllable, writing ability of voiced sound / semi-voiced sound, and child C has improved reading ability of voiced sound / semi-voiced sound. Guidance was given for the purpose of. As a result, it was suggested that teaching phonological information processing ability is effective for teaching special syllable reading ability and voiced sound / semi-voiced sound writing ability for children with Down syndrome who have not acquired phonological information processing ability. In addition, in the online instruction, it was shown that it may be easier to tackle the problem by considering the formation of the report and the question format that is easy to answer.
