抄録
There were two students whose scores of hiragana exam were less than 50% at the semester's beginning. They had individualized instruction during different periods of the semester. This study investigates the ways in which their learning situations have changed after receiving the special care by interviewing the students and observing their learning situations and grades. As a result, it is highly likely that finding students of this kind and giving them special care in the early period improve their situations dramatically. We suggest a more systematic way to deal with the students more effectively.
