Koeda Tatsuya, Seki Ayumi, Uchiyama Hitoshi, Sadato Norihiro
Department of Education, Faculty of Regional Sciences, Tottori University, Tottori, Japan.
Brain Dev. 2011 Mar;33(3):268-75. doi: 10.1016/j.braindev.2010.11.006. Epub 2010 Dec 13.
The aim of this report is to describe the characteristics of Japanese dyslexia, and to demonstrate several of our studies about the extraction of these characteristic and their neurophysiological and neuroimaging abnormalities, as well as advanced studies of phonological awareness and the underlying neural substrate. Based on these results, we have proposed a 2-step approach for remedial education (e-learning web site: http://www.dyslexia-koeda.jp/). The first step is decoding, which decreases reading errors, and the second is vocabulary learning, which improves reading fluency. This 2-step approach is designed to serve first grade children. In addition, we propose the RTI (response to intervention) model as a desirable system for remedial education.
本报告旨在描述日本诵读困难症的特征，并展示我们关于这些特征的提取及其神经生理学和神经影像学异常的多项研究，以及语音意识和潜在神经基质的深入研究。基于这些结果，我们提出了一种补救教育的两步法（电子学习网站：http://www.dyslexia-koeda.jp/）。第一步是解码，可减少阅读错误，第二步是词汇学习，可提高阅读流畅性。这种两步法旨在服务一年级儿童。此外，我们提出将RTI（干预反应）模型作为一种理想的补救教育系统。
