Name of teaching material
Hiragana learning card set
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| Target |
Elementary school children with intellectual disability who are learning words and numbers Elementary school children who speak but have not learned letters (hiragana letters) |
|---|---|
| Disability category | mentally challenged autism developmental disabilities |
| Teaching units / Applicable scenes | Japanese |
| Specific purposes | To help children acquire the ability to read hiragana letters (one of writing systems used in the Japanese language and representing phonetic symbols) and words |
| Considerations for disability characteristics |
The set consists of letter cards, picture cards of objects/concepts familiar to children, word cards that match the picture cards and a sheet with squares drawn to facilitate children know where to place the cards, which is to be used spread on the desk. There are tips in providing prompts (clues). For children who have just started learning letter(s), regardless of presence, absence or type of disability, the teacher is to give an immediate prompt (clue) in order to avoid them feel difficulty learning. As the children progress in learning the letter(s), the teacher is to change the prompt levels to those with less assistance to help them read the letter(s) by themselves (such as from sound imitation to oral motor imitation when the children learn how to read a letter and from pointing at the correct card to showing an area where the card can be found when the children learn the letter that matches a sound). The teacher is to praise the child each time he or she answers correctly using a short phrase and encourage him or her learning letters. *To facilitate the teacher recognizing the prompt level, it is recommended to put a mark showing the reading level on the back of each letter card. |
| Expected effects and results |
Children can learn letters more rapidly by combining lessons of vocalizing a presented letter and those of selecting the letter that matches a voiced sound. Use of matching picture and word cards together with the letter cards is likely to facilitate children learn the letters not as mere symbols of sounds but as something that can express meanings. In our school, children were first puzzled by the unfamiliar procedure but are now becoming more expressive during letter learning lessons. They have repeatedly studied letters assisted by teacher’s prompts and are acquiring abilities to read letters that they could not. There are also children who are looking forward to the teacher presenting letters they already know. |
| How to use |
Lesson involving vocalizing a letter: 1) The teacher presents a picture card. The child says the word. 2) When the word is correct, the child receives the card and place it on the sheet. 3) The teacher presents a word card. The child says the word. 4) When the word is correct, the child receives the card and place it below the corresponding picture card. 5) The teacher presents a letter card. The child says the sound. 6) When the sound is correct, the child receives the card and place it on the corresponding letter of the word card. 7) Repeat Steps 1) to 6) three times (three words). * When the child says an incorrect answer, voice the correct sound and ask the child to imitate you. Lesson involving selecting the correct letter card that matches a voiced sound: 8) The teacher voices a sound. The child select the matching letter card and hand it to the teacher. 9) The teacher says a word. The child select the matching word card and hand it to the teacher. 10) The teacher says a word. The child select the matching picture card and hand it to the teacher. Repeat Steps 1) to 10). |
| Related teaching materials and information | |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords mentally challenged, letter learning
- Created 2024-04-04 08:54:35
- Updated 2024-04-04 08:54:35