@article{oai:kochireha.repo.nii.ac.jp:00000134,
 author = {稲田, 勤 and 有田, 未来},
 journal = {高知リハビリテーション学院紀要, Journal of Kochi Rehabilitation Institute},
 month = {Mar},
 note = {ローマ字学習指導プログラムのチャートおよび清音,濁音,ヘボン式の「SHI,CHI,TSU,FU,拗音の訓練シートを作成し,2症例に対して,ローマ字学習訓練を行った.結果,1症例では,全体で平均65.0%の習得率を示した.症例2では,全体で平均72.5%の習得率を示した.2症例に共通してみられたことは,ヘボン式の「SHI,CHI,TSU,FUの書き取りで弁別訓練を行ったことであった.2症例の相違は,症例1では症例2に比べ,音韻認識の強く関与するひらがな50音表の認識が弱かったため,弁別訓練,表記訓練を行う回数が多いことであった.そのため,ローマ字学習では,50音表の音韻認識の重要性が示唆される結果となった., We prepared a program to assist in the learning of Roman characters,consisting of a chart and worksheets for unvoiced consonants,voiced consonants,Hepburn Romanization system characters(SHI,CHI,TSU,FU),and contracted syllables.This program was used to teach two children Roman characters.Child 1 achieved an average score of 65.0%.Child 2 achieved 72.5%.Commom to both cases was the discrimination training achieved when writing the Hepburn system characters"SHI,CHI,TSU,FU".One difference between the two children was that Child 1 received training on discrimination and inscription more frequently than Child 2,because Child 1's recognition of Hiragana(closely involved in phonological awareness)on the systematic table of fifty sounds(the Japanese syllabary)was lower.This result suggests the importance of the phonological awareness of the Japanese syllabary to learning Roman characters.},
 pages = {1--5},
 title = {ローマ字学習に困難さを示す児童に対する指導プログラムの開発},
 volume = {12},
 year = {2011}
}