@article{oai:air.repo.nii.ac.jp:00002373,
 author = {大城, 英名 and OSHIRO, Eimei},
 issue = {34},
 journal = {秋田大学教育文化学部教育実践研究紀要},
 month = {May},
 note = {本研究では，特別支援学級に在籍する児童の特殊音節（長音・促音・拗音・拗長音）の自覚とその読み書き習得の実態について検討を行った。対象児は，清音のひらがなが読める特別支援学級児童50名（知的障害40名と情緒障害１０名)．実施したテスト課題は，音節分解・抽出課題，特殊音節を含む語の読み課題，特殊音節を含む語の書き課題，特殊音節を含む語・文の聴取・書取課題，特殊音節を含む語のモデル構成課題，の計５種類．その結果，(1)特殊音節を含む語の読み課題では，どの特殊音節についても80％以上の正反応率であった．それに対して，書き課題では，拗音と長音が75％前後で，促音が63％，拗長音が53％，の正反応率であった．(2)特殊音節を含む語のモデル構成課題では，どの特殊音節についても正反応率が低く，促音が35％，拘音が23％，勘長音が５％，長音が３％，であった．(3)特殊音節の読み書き課題とモデル構成課題との関係では，特殊音節の読み書きができる児童でもモデル構成課題の正反応率は低く３０％であった．逆に，特殊音節を含む語のモデル構成課題のできる児童は，その読み書きの課題の正反応率は高く９０～１００％であった．これらの結果を踏まえて，特殊音節の読み書きが十分でない児童に対しては，特殊音節の音韻的自覚を促す指導が大切であり，その指導法として特殊音節を含む語のモデル構成法が有効であることを指摘した．, The purpose of this study was to examine current situation of a phonological awareness of special syllables and acquisition of reading/writing ability in children of special support classes. The following five kinds of tasks were given to 50 of children in special support classes. Tasks:(1) syllabic segmentation／abstraction test of words，(2)reading test of words including special syllables，(3)writing test of words including special syllables，(4)listening-writing test of words including different kinds of special syllables，(5)test of model construction of words including special syllables with wooden-shaped-blocks. The results were as follows:ｌ）in the reading test of words containing a special syllable，the rate of a correct response of every special syllable，this is，long，assimilated，contracted，contracted long syllable was more than 80％，２）in the writing test of the word containing special syllable，the rate of a correct response of long syllable and contracted syllable was about 75％，assimilated syllable 63％，and contracted long syllable 53％. ３）in the model construction test of words using wooden-shaped-blocks，a correct response of every special syllable of the rate of was low（long syllable 3％，assimilated syllable 35％，contracted syllable 23％，contracted long syllable 5％)，４）in the children whose results of the reading-and-writing test were good，the rate of a correct response on the construction test of syllabic model of words with wooden-shaped-blocks was 30％，５）in the children whose results of the construction test of syllabic model of words with wooden-shaped-blocks were good，the rate of a correct response of the reading-and-writing test was 90～100％. Based on these results，the teaching method to children with insufficient awareness of special syllable was considered．},
 pages = {71--80},
 title = {特別支援学級在籍児童の特殊音節についての自覚とその読み書き習得},
 year = {2012}
}