@article{oai:naruto.repo.nii.ac.jp:00027962,
 author = {島田, 恭仁 and SHIMADA, Yasuhito},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {Study 1 was presented to identify learning difficulties of an elementary third grade child who had weak verbal comprehension skills, and then could not read and write successfully. Six domains were assessed for identification on Learning Difficulties．Ⅰ : General intellectual development，Ⅱ : Cognitive discrepancy，Ⅲ : Academic skill，Ⅳ : Discrimination of Learning Difficulty from other disabled，Ⅴ：Multiple disabled，Ⅵ : Medical diagnoses. Psychological test battery were constructed with two scales (WISC−Ⅲ・STRAW)．Three methods (behavior observation, interview for parents, and psychological test battery) were used to assess these six identification domains. Results showed that he had severe problems on verbal comprehension, fluently reading, and correctly summarizing. Study 2 was presented to remediate mainly his ability of story summarizing. Training was constructed by reading task with semantic processing and story summarizing task. Trainings were carried out from 1 st page to 15th page of an illustrated book. All of 22 sessions were needed until to finish all page training. On baseline phase (from page 1 to page 4)，only ordinary semantic processing was included in reading task, but on intervention phase (from page 5 to page 15)，item−specific processing was added to ordinary semantic processing. Results of intervention showed that prompting semantic processing by item−specific processing was so effective to remediate ability of story summarizing on a child with reading difficulties.},
 pages = {203--214},
 title = {意味処理の促進が読み困難児の要約筆記の指導に及ぼす効果},
 volume = {32},
 year = {2017},
 yomi = {シマダ, ヤスヒト}
}