Educational Approaches to Children with Reading and Writing Difficulties in a Resource Room(Ⅱ)

通級指導教室に通っている児童の中から 「読み書き」 につまずきのある児童への指導について、個々の認知特性に応じた指導について検討した（上村ら、2004）。今回は、通級児の中から 「読み書き」 につまずきのある児童２名を選び、個々の児童の指導を通して、こどばの教室での指導や在籍学級との連携の現状と課題について言及した。This study considers tutoring methods used at resource rooms, specifically methods used for children who have difficulty reading and writing, through case studies of tutoring methods that take into the particular cognitive characteristics of individual student (Uemura et al., 2004). In this study , two students who had difficulty reading and writing were chosen from among students receiving tutoring at a resource room, and by investigating the tutoring these students individually received, this report inquires into the present state of tutoring in resource rooms as wellas the link between resource rooms and regular classes