発達性読み書き障害児に対するATを用いた言語訓練

概要

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In the present study, we introduced an assistive technology (AT) for a child with developmental dyslexia and dysgraphia who demonstrated difficulty writing kanji characters, and reviewed the effects using the information processing model. The patient was an 11-year-old boy in the fifth grade at a regular elementary school. He had problems in the visual memory and retention stage of the information processing model and presented with kanji dysgraphia. Memory recall of kanji shape, which was poorly memorized and retained by the patient, was achieved through typing. As this method was therefore believed to be beneficial, the language training using computer-based AT commenced. Content over the year of training was divided into three phases: I, II, and III. Word input (three characters) typing speed was approximately 60 seconds in phase I, approximately 20 seconds in phase II and 3 to 5 seconds in phase III; as each training was repeated, speed gradually increased. The number of characters that could be typed also increased from monosyllables in phase I to words in phase II and short sentences in phase III. The above findings suggest that computer substitution in the area of difficulty for the patient provided an effective support method for dysgraphia.