@article{oai:sucra.repo.nii.ac.jp:00018061,
 author = {伊藤, 大河 and 伊藤, 基晴 and 山本, 利一},
 issue = {1},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {This paper summarizes case studies to propose various training for children who are difficult to hear words by means of APD (Auditory Processing Disorder) and to verify the effect. The target students have been practicing pronunciation training so far, and it is becoming possible to hear much. The training newly devised in this research is four types, namely, geminate training, long-term training, multiplication training, and repeat lessons. Geminate training is to write 866 words including daily grammar to the note while pronouncing it. Long tone training is to write 76 words including frequently used long tones on a note while pronouncing it. Since it is necessary to estimate words containing long tones from the context and the preceding and succeeding sounds, it is thought that the learning volume of the vocabulary greatly influences the judgment in the judgment of the long tone. Mass multiplication training was conducted because it was the biggest problem on the learning side of the second grade. As a practical training, repeat lessons are traditional dictation training that gradually shifts dictation from less letters to those with more characters. As a result of carrying out these training, the target students became able to hear almost words. Also, the difference between the average of the number of misguided letters at training start and 20 months after training end was statistically significant. Therefore, it was recognized that there was an effect in the four training that was invented., text, application/pdf},
 pages = {215--223},
 title = {小学校通級指導教室における聴覚認知トレーニングの開発と評価 : 言葉の聞き取りが難しい児童の困り感の解消に向けて<人文・社会科学>},
 volume = {67},
 year = {2018},
 yomi = {イトウ, タイガ and イトウ, モトハル and ヤマモト, トシカズ}
}