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Seki Ayumi
| Faculty of Education Education Psychology of Education | Professor |
| Research and Education Center for Brain Science | Professor |
Researcher basic information
■ Degree■ URL
researchmap URLホームページURL■ Various IDs
J-Global ID■ Research Keywords and Fields
Research Keyword
- fMIR
- Special Needs Education
- Functional Neuroimaging
- Developmental Disorders
- Learning Disorders
- Child Neurology
- Dyslexia
- Functional brain imaging
- Developmental disorder
- Humanities & Social Sciences, Experimental psychology, 認知心理学
- Life Science, Embryonic medicine and pediatrics
- Humanities & Social Sciences, Special needs education
- Life Science, Neuroscience-general
- Bachelor's degree program, School of Education
- Master's degree program, Graduate School of Education
- Doctoral (PhD) degree program, Graduate School of Education
Career
■ CareerCareer
- Oct. 2021 - Present
Hokkaido University, Faculty of Education, Proffesor - Apr. 2015 - Sep. 2021
Hokkaido University, Faculty of Education, Associate Professor - 2006 - Mar. 2015
Tottori University, Department of Regional Sciences, Faculty of Regional Sciences, Associate Professor - 2003 - 2006
Tottori University Hospital, Division of Child Neurology, Assistant Professor - 1998 - 1999
Faculty of medicine, Tottori University, Division of Child Neurology, Research assistant
Research activity information
■ Papers- Visuoperceptual Cognitive Features of Children with Kanji Handwriting Difficulties: A Rey-Osterrieth Complex Figure Test Using the Boston Qualitative Scoring System
Keita Yanai; Bingfeng Shan; Ayumi Seki
Japanese Journal of Learning Disabilities, 34, 2, 160, 171, May 2025, [Peer-reviewed], [Last author] - Differential modulations of theta and beta oscillations by audiovisual congruency in letter-speech sound integration.
Dongyang Yan; Ayumi Seki
The European journal of neuroscience, 60, 11, 6720, 6733, Dec. 2024, [Last author], [International Magazine]
English, Scientific journal, The integration of visual letters and speech sounds is a crucial part of learning to read. Previous studies investigating this integration have revealed a modulation by audiovisual (AV) congruency, commonly known as the congruency effect. To investigate the cortical oscillations of the congruency effects across different oscillatory frequency bands, we conducted a Japanese priming task in which a visual letter was followed by a speech sound. We analyzed the power and phase properties of oscillatory activities in the theta and beta bands between congruent and incongruent letter-speech sound (L-SS) pairs. Our results revealed stronger theta-band (5-7 Hz) power in the congruent condition and cross-modal phase resetting within the auditory cortex, accompanied by enhanced inter-trial phase coherence (ITPC) in the auditory-related areas in response to the congruent condition. The observed congruency effect of theta-band power may reflect increased neural activities in the left auditory region during L-SS integration. Additionally, theta ITPC findings suggest that visual letters amplify neuronal responses to the following corresponding auditory stimulus, which may reflect the differential cross-modal influences in the primary auditory cortex. In contrast, decreased beta-band (20-35 Hz) oscillatory power was observed in the right centroparietal regions for the congruent condition. The reduced beta power seems to be unrelated to the processing of AV integration, but may be interpreted as the brain response to predicting auditory sounds during language processing. Our data provide valuable insights by indicating that oscillations in different frequency bands contribute to the disparate aspects of L-SS integration. - The Role of Letter-Speech Sound Integration in Native and Second Language Reading: A Study in Native Japanese Readers Learning English.
Dongyang Yan; Ayumi Seki
Journal of cognitive neuroscience, 36, 6, 1123, 1140, 01 Jun. 2024, [Last author], [International Magazine]
English, Scientific journal, The automatic activation of letter-speech sound (L-SS) associations is a vital step in typical reading acquisition. However, the contribution of L-SS integration during nonalphabetic native and alphabetic second language (L2) reading remains unclear. This study explored whether L-SS integration plays a similar role in a nonalphabetic language as in alphabetic languages and its contribution to L2 reading among native Japanese-speaking adults with varying English proficiency. A priming paradigm in Japanese and English was performed by presenting visual letters or symbols, followed by auditory sounds. We compared behavioral and event-related responses elicited by congruent letter-sound pairs, incongruent pairs, and baseline condition (symbol-sound pairs). The behavioral experiment revealed shorter RTs in the congruent condition for Japanese and English tasks, suggesting a facilitation effect of congruency. The ERP experiment results showed an increased early N1 response to Japanese congruent pairs compared to corresponding incongruent stimuli at the left frontotemporal electrodes. Interestingly, advanced English learners exhibited greater activities in bilateral but predominantly right-lateralized frontotemporal regions for the congruent condition within the N1 time window. Moreover, the enhancement of P2 response to congruent pairs was observed in intermediate English learners. These findings indicate that, despite deviations from native language processing, advanced speakers may successfully integrate letters and sounds during English reading, whereas intermediate learners may encounter difficulty in achieving L-SS integration when reading L2. Furthermore, our results suggest that L2 proficiency may affect the level of automaticity in L-SS integration, with the right P2 congruency effect playing a compensatory role for intermediate learners. - In-class note-taking for middle school students with dyslexia
Riho Ozaki; Ayumi Seki
The Annual Report of Research and Clinical Center for Child Development, 20, 25, 34, Mar. 2024, [Last author] - Health of children and caregivers
Ayumi Seki
The Annual Report of Research and Clinical Center for Child Development, 19, 19, 31, Mar. 2024, [Lead author] - Lexical prosodic representation and access in Japanese children with developmental dyslexia
Michiru Iwata; Ryusaku Hashimoto; Ayumi Seki
Dyslexia, 29, 3, 255, 263, Wiley, 11 May 2023, [Last author], [International Magazine]
English, Scientific journal, Recent research indicates that awareness of the prosodic information present in spoken language could be an important factor for literacy development, and that adults with developmental dyslexia show impaired awareness of lexical prosodic information, while the phonological representations remain intact. We investigated lexical prosodic representation and awareness in Japanese children with and without developmental dyslexia. Lexical prosodic representation was investigated using a cross‐modal fragment priming task, and awareness was examined using a fragment identification task. The task was modified for children by selecting words with higher familiarity and fewer trials. As a result, the same pattern of prosodic priming effects was observed between groups; lexical decision time was faster in the prosodic congruent condition than in the incongruent condition. In addition, accuracy and reaction time did not show group differences in the fragment identification task. Relationship between prosody and literacy development may differ between languages but the sample size were small in both groups. Further investigation with larger sample size is required. - The Relationship between Cognitive and Behavioral Features and the Trajectory of Children with Writing Difficulties
Keita Yanai; Ayumi Seki
The Annual Report of Research and Clinical Center for Child Development, 17, 23, 31, Mar. 2023, [Last author] - Response to instruction（RTI）モデルによる読みの支援：米国における縦断研究の動向と日本における取組
関あゆみ
33, 4, 314, 324, Dec. 2022, [Peer-reviewed], [Invited] - The Developmental Change of Print‐Tuned N170 in Highly Transparent Writing Systems
Tomoki Uno; Tetsuko Kasai; Ayumi Seki
Japanese Psychological Research, Wiley, 30 Nov. 2021, [Peer-reviewed]
English, Scientific journal - Development of a reading difficulty questionnaire for adolescents in Japanese.
Kazuyori Yagyu; Ryusaku Hashimoto; Atsushi Shimojo; Michiru Iwata; Keitaro Sueda; Ayumi Seki; Hideaki Shiraishi; Takuya Saito
Brain & development, 43, 9, 893, 903, 26 May 2021, [International Magazine]
English, Scientific journal, BACKGROUND: Dyslexia is a neurodevelopmental disorder which occurs in childhood but continues to influence academic and occupational function in adulthood. Recently, a Japanese dyslexia questionnaire and diagnostic procedure was established for primary school children. However, there is currently no procedure for the diagnosis or screening of dyslexia in individuals at or above junior high school age; accordingly, we aimed to develop a questionnaire to screen for reading difficulties in those individuals. METHODS: A questionnaire with various candidate items was developed from two English questionnaires, one Japanese questionnaire, and newly devised items focusing on the Japanese writing system and the most appropriate 28 items were selected. In total, 462 adults and 127 junior high to high school students were enrolled. Of those, 191 participants also took part in reading tests. After the exploratory factor analysis, reliability and validity were evaluated using the above control participants and 12 adolescents with dyslexia. RESULTS: The questionnaire included three factors, i.e., silent reading sub-scale (four items), writing sub-scale (four items), and aloud reading sub-scale (three items). Five were newly devised items focusing on the Japanese writing system. Cronbach's alphas of the three factors were 0.706, 0.638, and 0.568, respectively, and the interclass correlation coefficients (2,1) were 0.743, 0.609, and 0.695, respectively. The silent reading and aloud reading sub-scales were positively correlated with word, non-word, and passage reading time. DISCUSSION: The newly developed questionnaire correlated well with actual reading performance and may be used to screen reading difficulty in Japanese individuals at or above junior high school age. - Relation between school life, self-esteem and school adjustment among elementary school students
Michiru Iwata; Hisakazu Yanaka; Ayumi Seki
子ども発達臨床研究, 15, 49, 54, 24 Mar. 2021, [Last author]
Japanese - RTI による音読支援における長期的改善に関わる要因の検討：「T式ひらがな音読支援」縦断データを用いて．
関 あゆみ; 谷中久和; 内山仁志; 小枝 達也
LD研究, 29, 4, 212, 219, Nov. 2020, [Invited], [Lead author]
Japanese - 小学1年生を対象とした音読確認‐T式ひらがな音読支援と多層指導モデルMIMの活用‐
赤尾依子; 関あゆみ; 小枝達也
臨床発達心理士実践研究. 2020. 15. 38-47, 15, 38, 47, Jul. 2020, [Peer-reviewed] - Investigation of a relationship between a discrepancy between ideal and real peer friendship and a self-esteem in early adolescence
Yanaka, Hisakazu; Koeda, Tatsuya; Yaguchi, Yukiyasu; Seki, Ayumi
Regional sciences on education, 12, 1, 22, 27, 鳥取大学地域学部地域学科人間形成コース, 01 Mar. 2020
Japanese, Research institution, 青年期は友人関係の重要さが増してくる時期である。特に青年期初期は心理的に不安定な時期であり，これを解消するために友人関係が重要になる。友人関係の種類によっては本人が思い描く友人関係の理想と現実にズレが生じている可能性があり，それらのズレのいくつかは自尊感情と関連することが考えられた。そこで，本研究では青年期初期における友人関係の理想と現実およびそのズレを検討するとともに，友人関係の理想と現実およびそのズレと自尊感情の関連を明らかにすること目的に，???????? 名の中学１年生を対象に質問紙調査を行った。調査の結果，友人関係の５つの因子のうち３つでズレがあることがわかった。さらに，自尊感情尺度得点を従属変数，友人関係の理想と現実のズレが有意であった因子得点を独立変数として重回帰分析を行ったところ，ズレのうち心理的安定化につながると考えられる「自己開示・信頼」因子において負の関連を示すことがわかった。以上のことから，青年期初期には友人関係のいくつかの因子において理想と現実の間にズレが生じており，あるズレは自尊感情と関連することが示唆された。|In early adolescence, peer friendships become more important than the parent-child relationship as the adolescent undergoes various psychological imbalance brought about by puberty, such as anxiety and emotional instability. There are many qualitative varieties of peer friendship at this age. Adolescents may have a variety of real peer friendships as well as beliefs about ideal friendships, and there may be a discrepancy between the two. This discrepancy may be associated with an adolescent’s self-esteem. However, it is still unclear which significant discrepancies occur in which types of friendships. It is also still unclear which discrepancies are associated with self-esteem. To examine these issues, we conducted a survey and analysis using a questionnaire. Twenty-four first grade junior high school students (thirteen males and eleven females) participated in the present study and completed the following questionnaire: Self-esteem and Peer Friendship. As a result, we found significant discrepancies between the ideal and real peer friendship in three of five friendship types. Furthermore, multiple regression analysis demonstrated that one of the discrepancies between ideal and real peer friendship was significantly negatively associated with self-esteem. Thus, in early adolescence, in certain friendships,discrepancies arise between ideal and real peer friendships and this may be associated with selfesteem. - Differences between children and adults in functional connectivity between the inferior frontal gyrus and extrastriate body area for gestural interaction.
Yuko Okamoto; Ryo Kitada; Ayumi Seki; Hisakazu Yanaka; Takanori Kochiyama; Tatsuya Koeda
Social neuroscience, 15, 3, 1, 13, 04 Feb. 2020, [Peer-reviewed], [International Magazine]
English, Scientific journal, Gestural interaction, where a person initiates interaction (initiator) and another person responds to it (follower), changes during development. The neural network comprising the inferior frontal gyrus (IFG), inferior parietal lobule (IPL), and the lateral occipito-temporal cortex (LOTC) is relevant to gestural interaction. The LOTC includes the extrastriate body area (EBA). Activation of these brain regions depends on the initiating/following role in adults. We conducted functional magnetic resonance imaging study on 18 children and 18 adults, to elucidate developmental changes of the neural mechanism underlying gestural interaction. We manipulated the initiating/following role (initiating/following) and congruency (congruent/incongruent) of executed and observed actions. After analyzing regional brain activity, we assessed psycho-physiological interaction to examine functional connectivity. Activation in the IFG and connectivity between the IFG and EBA in the Initiating rather than Following condition, which might be associated with evaluating social relevance, was stronger in adults than in children. The increase of the incongruency effect in the following condition (relative to the initiating condition) in the bilateral IPL was significantly attenuated in children compared with adults. These results suggest that the fronto-parieto-temporal network, involved in gestural interactions, undergoes developmental changes. - 異なる教示を用いた視写課題における書字速度と判読性(legibility)の変化
関あゆみ; 中野萌
子ども発達臨床研究, 13, 49, 58, Mar. 2019, [Last author]
Japanese, Research institution - Developmental Changes in Grammatical Ability of School-Aged Children: Validity and Reliability of the Japanese Syntactic Examination
Hashimoto R; Iwata M; Suzuki M; Yagyu K; Seki A
Japanese Journal of Learning Disabilities, 28, 1, 59, 71, (一社)日本LD学会, Feb. 2019, [Peer-reviewed]
Japanese, Scientific journal - Electrophysiological Correlates Associated with Involuntary Processing of Single Letters in the Japanese Hiragana Script.
Uno T; Kasai T; Seki A
Japanese Journal of Physiological Psychology and Psychophysiology, 37, 3, 157, 165, Japanese Society for Physiological Psychology and Psychophysiology, 2019, [Peer-reviewed]
English, Scientific journal,Early processing of print stimuli is reflected by the left-lateralized N170 of event-related potentials (ERPs). However, most previous ERP studies have focused on letter strings, and only a few have investigated single letters in opaque alphabetic writing systems, despite the fact that they are the front-end of visual word recognition and reading development. We examined ERPs for single letters of the highly transparent Japanese Hiragana script, which demonstrated a direct correspondence between graphemes and phonemes. We presented single Hiragana letters along with control stimuli (alphanumeric symbols in Experiment 1; unfamiliar foreign letters in Experiment 2) in rapid succession. The participants were asked to judge the stimulus colors and linguistic properties of letters that were task-irrelevant. In both experiments, Hiragana letters elicited more negative enhancement than control stimuli in the left hemisphere only, which showed a different pattern from the bilateral enhancement associated with single alphabetic letters. These results suggest that the implicit sound activation of Hiragana is automatic, which extends the "phonological mapping hypothesis" on the left-lateralization of N170 onto single letters.
- 日本語の発達性読み書き障害に関連する脳領域，日本の学習障害〜日本の今とこれから〜
関 あゆみ
脳と発達, 50, 3, 249, 252, Jul. 2018, [Invited] - Age-dependent atypicalities in body- and face-sensitive activation of the EBA and FFA in individuals with ASD
Yuko Okamoto; Hirotaka Kosaka; Ryo Kitada; Ayumi Seki; Hiroki C. Tanabe; Masamichi J. Hayashi; Takanori Kochiyama; Daisuke N. Saito; Hisakazu T. Yanaka; Toshio Munesue; Makoto Ishitobi; Masao Omori; Yuji Wada; Hidehiko Okazawa; Tatsuya Koeda; Norihiro Sadato
NEUROSCIENCE RESEARCH, 119, 38, 52, Jun. 2017, [Peer-reviewed]
English, Scientific journal - 高等学校における特別支援教育の現状と課題(2)：現職教師と教職課程履修学生への意識調査から．
姫野完治; 関あゆみ; 安達潤; 近藤健一郎
子ども発達臨床研究, 9, 23, 33, Mar. 2017
Japanese, Research institution - 高等学校における特別支援教育の現状と課題（1）：北海道内の高等学校における実態調査から
関あゆみ; 姫野完治; 安達潤; 近藤健一郎
子ども発達臨床研究, 9, 13, 22, Mar. 2017, [Lead author] - LDの脳機能，特集 限局性学習症（学習障害）
関 あゆみ
児童青年精神医学とその近接領域, 58, 2, 217, 226, Feb. 2017, [Invited]
Japanese, Scientific journal - Development of a Reading Test for Response to Instruction Model in Japanese Primary Schools
SEKI Ayumi; YAGUCHI Yukiyasu; YANAKA hisakazu; TANAKA Daisuke; UCHIYAMA Hitoshi; KOEDA Tatsuya
Psychiatria et neurologia paediatrica japonica, 56, 2, 145, 153, 日本小児精神神経学会 ; 1960-, Jul. 2016, [Peer-reviewed]
Japanese, Scientific journal - 語用能力の評価における比喩皮肉文テストの有用性について
岩田みちる; 橋本竜作; 柳生一自; 山下公司; 室橋春光; 関あゆみ
子ども発達臨床研究, 8, 21, 29, Mar. 2016
Japanese, Research institution - 通常学級における RTI モデルで検出した読字困難児の特性の検討 ―「音読困難の背景に関する詳細調査」を使用して
赤尾依子; 関あゆみ; 池本久美; 小枝達也
臨床発達心理実践研究, 11, 135, 145, 2016, [Peer-reviewed]
Japanese, Scientific journal - 発達性読み書き障害への気付きと対応について－最近の進歩と今後の展望,RTIを活用した発達性読み書き障害への気づきと対応：鳥取大学方式の紹介
関 あゆみ
24, 3, 324, 328, Aug. 2015, [Invited] - 治療介入方の考え方，発達性読み書き障害(Dyslexia)診断と治療の進歩：医療からのアプローチ
関 あゆみ
脳と発達, 47, 3, 198, 202, May 2015, [Invited]
Japanese - Sleep Is Associated with Offline Improvement of Motor Sequence Skill in Children
Sho K. Sugawara; Satoshi Tanaka; Daisuke Tanaka; Ayumi Seki; Hitoshi T. Uchiyama; Shuntaro Okazaki; Tastuya Koeda; Norihiro Sadato
PLOS ONE, 9, 11, e111635, Nov. 2014, [Peer-reviewed]
English, Scientific journal - Early detection of specific reading disorder through response to intervention: a cohort study
Koeda Tatsuya; Seki Ayumi; Tanaka Daisuke; Uchiyama Hitoshi
NO TO HATTATSU, 46, 4, 270, 274, The Japanese Society of Child Neurology, Jul. 2014, [Peer-reviewed]
Japanese, Scientific journal, Objective: The present study examined the effectiveness of response to intervention (RTI) for the early detection and intervention for specific reading disorder. Method: RTIs were applied to seventy-seven first graders (36 boys and 41 girls) for the early detection and intervention of specific reading disorders. The outcomes were examined when the children reached the third grade. Results: Reading difficulties were detected in four children at the beginning of the first grade. Decoding training and vocabulary learning were conducted with these children as interventions for reading difficulties. Three children exhibited improvements in reading difficulties at the end of the first grade. The fourth child responded poorly and was diagnosed with specific reading disorder. The assessment of outcomes at the third grade showed that this child still had reading difficulties, whereas no other child displayed symptoms for being diagnosed with specific reading disorder. Conclusion: RTI is effective for the early detection and intervention of specific reading disorder. - Structural brain differences in school-age children with residual speech sound errors
Jonathan L. Preston; Peter J. Molfese; W. Einar Mencl; Stephen J. Frost; Fumiko Hoeft; Robert K. Fulbright; Nicole Landi; Elena L. Grigorenko; Ayumi Seki; Susan Felsenfeld; Kenneth R. Pugh
BRAIN AND LANGUAGE, 128, 1, 25, 33, Jan. 2014, [Peer-reviewed]
English, Scientific journal - Altered brain activity for phonological manipulation in dyslexic Japanese children
Yosuke Kita; Hisako Yamamoto; Kentaro Oba; Yuri Terasawa; Yoshiya Moriguchi; Hitoshi Uchiyama; Ayumi Seki; Tatsuya Koeda; Masumi Inagaki
BRAIN, 136, Pt 12, 3696, 3708, Dec. 2013, [Peer-reviewed]
English, Scientific journal - Factors Influencing Maternal Evaluation of the Child's Learning Difficulties : A Developmental Cohort Study
矢口幸康; 関あゆみ; 田中大介; 谷中久和; 寺川志奈子; 小林勝年; 高橋千枝; 小枝達也; 内山仁志; 田丸敏高
小児保健研究, 72, 6, 799, 803, 日本小児保健協会, Nov. 2013, [Peer-reviewed]
Japanese, Scientific journal - Efficacy of decoding training for children with difficulty reading Hiragana
Hitoshi Uchiyama; Daisuke Tanaka; Ayumi Seki; Eiji Wakamiya; Noriko Hirasawa; Naotake Iketani; Ken Kato; Tatsuya Koeda
No To Hattatsu, 45, 3, 239, 242, May 2013, [Peer-reviewed]
Japanese, Scientific journal - A study of the standard brain in Japanese children: Morphological comparison with the MNI template
Hitoshi T. Uchiyama; Ayumi Seki; Daisuke Tanaka; Tatsuya Koeda
BRAIN & DEVELOPMENT, 35, 3, 228, 235, Mar. 2013, [Peer-reviewed]
English, Scientific journal - 発達の困難さとQOL
田中大介; 関あゆみ; 内山仁志; 寺川志奈子; 高橋千枝; 小枝達也
子どもの健康科学, 13, 59, 65, Dec. 2012, [Peer-reviewed]
Japanese, Scientific journal - Functional Brain Activation Differences in School-Age Children With Speech Sound Errors: Speech and Print Processing
Jonathan L. Preston; Susan Felsenfeld; Stephen J. Frost; W. Einar Mencl; Robert K. Fulbright; Elena L. Grigorenko; Nicole Landi; Ayumi Seki; Kenneth R. Pugh
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 55, 4, 1068, 1082, Aug. 2012, [Peer-reviewed]
English, Scientific journal - Distinction between the literal and intended meanings of sentences: A functional magnetic resonance imaging study of metaphor and sarcasm
Hitoshi T. Uchiyama; Daisuke N. Saito; Hiroki C. Tanabe; Tokiko Harada; Ayumi Seki; Kousaku Ohno; Tatsuya Koeda; Norihiro Sadato
CORTEX, 48, 5, 563, 583, May 2012, [Peer-reviewed]
English, Scientific journal - Early Detection of Dyslexia Using Sentence Reading Aloud Test at First Grade of Elementary School : First to Fourth Grade Longitudinal Study
KOEDA Tatsuya
小児の精神と神経, 51, 4, 359, 363, 日本小児精神神経学会, Dec. 2011, [Peer-reviewed]
Japanese, Scientific journal - Reading aloud instructions for a child detected with dyslexia by screening at the first grade
Tatsuya Koeda; Hitoshi Uchiyama; Ayumi Seki
No To Hattatsu, 43, 5, 384, 388, Sep. 2011, [Peer-reviewed]
Japanese, Scientific journal - [Reading aloud as rehabilitation method for children with dyslexia detected at the first grade in their primary school].
Koeda T; Uchiyama H; Seki A
No to hattatsu. Brain and development, 43, 5, 384, 388, Sep. 2011, [Peer-reviewed]
Japanese - Identifying Residual Speech Sound Disorders in Bilingual Children: A Japanese-English Case Study
Jonathan L. Preston; Ayumi Seki
AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY, 20, 2, 73, 85, May 2011, [Peer-reviewed]
English, Scientific journal - Dyslexia: Advances in clinical and imaging studies
Tatsuya Koeda; Ayumi Seki; Hitoshi Uchiyama; Norihiro Sadato
BRAIN & DEVELOPMENT, 33, 3, 268, 275, Mar. 2011, [Peer-reviewed]
English, Scientific journal - Strategies behind the Establishment of a Developmental Cohort Study in the Tottori City
Tatsuya Koeda; Hiraku Ishida; Reiko Ishigami; Ariko Takeuchi; Shinako Terakawa; Katsutoshi Kobayashi; Ayumi Seki; Toshitaka Tamaru
JOURNAL OF EPIDEMIOLOGY, 20, S404, S406, Feb. 2010, [Peer-reviewed]
English, Scientific journal - Relationship between Children's Intelligence and Their Emotional/Behavioral Problems and Social Competence: Gender Differences in First Graders
Lian Tong; Ryoji Shinohara; Yuka Sugisawa; Emiko Tanaka; Taeko Watanabe; Yoko Onda; Yuri Kawashima; Yuko Yato; Noriko Yamakawa; Tatsuya Koeda; Hiraku Ishida; Shinako Terakawa; Ayumi Seki; Tokie Anme
JOURNAL OF EPIDEMIOLOGY, 20, S466, S471, Feb. 2010, [Peer-reviewed]
English, Scientific journal - Incidental Findings of Brain Magnetic Resonance Imaging Study in a Pediatric Cohort in Japan and Recommendation for a Model Management Protocol
Ayumi Seki; Hitoshi Uchiyama; Tamami Fukushi; Osamu Sakura; Koeda Tatsuya
JOURNAL OF EPIDEMIOLOGY, 20, 2(suppl), S498, S504, Feb. 2010, [Peer-reviewed]
English, Scientific journal - Gender differences of children's social skills and parenting using Interaction Rating Scale (IRS)
T. Anme; R. Shinohara; Y. Sugisawa; L. Tong; E. Tanaka; T. Watanabe; Y. Onda; Y. Kawashima; M. Hirano; E. Tomisaki; H. Mochizuki; K. Morita; A. Gan-Yadam; Y. Yato; N. Yamakawa; Zentaro Yamagata; Hideaki Koizumi; Kevin K. F. Wong; Yoko Anji; Hiraku Ishida; Mizue Iwasaki; Aya Kutsuki; Misa Kuroki; Haruka Koike; Daisuke N. Saito; Akiko Sawada; Yuka Shiotani; Daisuke Tanaka; Shunyue Cheng; Hiroshi Toyoda; Kumiko Namba; Tamami Fukushi; Tomoyo Morita; Hisakazu Yanaka; Yoichi Sakakihara; Kanehisa Morimoto; Kayako Nakagawa; Shoji Itakura; Kiyotaka Tomiwa; Shunya Sogon; Toyojiro Matsuishi; Tamiko Ogura; Masako Okada; Hiroko Ikeda; Norihiro Sadato; Mariko Y. Momoi; Hirosato Shiokawa; Takanori Yamagata; Tadahiko Maeda; Tohru Ozaki; Tokie Anme; Takahiro Hoshino; Osamu Sakura; Yukuo Konishi; Katsutoshi Kobayashi; Tatsuya Koeda; Toshitaka Tamaru; Shinako Terakawa; Ayumi Seki; Ariko Takeuchi; Hideo Kawaguchi; Sonoko Egami; Yoshihiro Komada; Hatsumi Yamamoto; Motoki Bonno; Noriko Yamakawa; Masatoshi Kawai; Yuko Yato; Koichi Negayama
Procedia - Social and Behavioral Sciences, 2, 2, 260, 268, 2010, [Peer-reviewed]
English, International conference proceedings - Overview of the Japan children's study 2004-2009; Cohort study of early childhood development
Zentaro Yamagata; Tadahiko Maeda; Tokie Anme; Norihiro Sadato; Hideaki Koizumi; Yoko Anji; Yuka Shiotani; Mizue Iwasaki; Aya Kutsuki; Misa Kuroki; Naho Ichikawa; Tomoyo Morita; Haruka Koike; Yusuke Morito; Shunyue Cheng; Hiraku Ishida; Hisakazu Yanaka; Daisuke Tanaka; Kumiko Namba; Tamami Fukushi; Hiroshi Toyoda; Shihoko Kimura-Ohba; Akiko Sawada; Kevin K. F. Wong; Yoichi Sakakihara; Hideo Kawaguchi; Toyojiro Matsuishi; Shunya Sogon; Kiyotaka Tomiwa; Tomonari Awaya; Sigeyuki Matuzawa; Shoji Itakura; Masako Okada; Yoshihiro Komada; Hatsumi Yamamoto; Noriko Yamakawa; Motoki Bonno; Mariko Y. Momoi; Takanori Yamagata; Hirosato Shiokawa; Daisuke N Saito; Hitoshi Uchiyama; Tohru Ozaki; Tamiko Ogura; Hiroko Ikeda; Koichi Negayama; Kayako Nakagawa; Kanehisa Morimoto; Katsutoshi Kobayashi; Tatsuya Koeda; Toshitaka Tamaru; Ayumi Seki; Shinako Terakawa; Ariko Takeuchi; Yukuo Konishi; Osamu Sakura; Masatoshi Kawai; Sonoko Egami; Takahiro Hoshino; Yuko Yato
Journal of Epidemiology, 20, 2, S397, S403, 2010, [Peer-reviewed]
English, Scientific journal - 単文音読検査を用いたディスレクシア児の早期発見に関する研究．
内山仁志; 関あゆみ; 小枝達也
小児の精神と神経, 50, 4, 399, 405, 2010, [Peer-reviewed]
Japanese - 幼児の非鎮静下でのMRI撮像のためのプレパレーションに関する検討
関あゆみ; 内山仁志; 小枝達也
小児保健研究, 68, 2, 285, 292, 2009, [Peer-reviewed] - 発達コホートにおける構造化された医師観察とその有効性
関あゆみ; 石田開; 竹内亜理子; 前田忠彦; 小枝達也
小児科学雑誌, 113, 7, 1095, 1102, 2009, [Peer-reviewed]
Japanese - 発達コホートにおける構造化された医師観察結果と質問紙法による発達評価との関係
関あゆみ; 石田開; 竹内亜理子; 前田忠彦; 小枝達也
小児科学雑誌, 113, 7, 1103, 1110, 2009, [Peer-reviewed]
Japanese - 医療との連携を取り入れた小中学校教員の専門研修に関する研究
小枝達也; 関あゆみ; 寺川志奈子; 溝口達也; 塩野谷斉; 小林勝年; 渡部昭男; 矢部敏昭
鳥取臨床科学, 1, 71, 79, Jul. 2008, [Peer-reviewed]
Japanese - Reading ability and phonological awareness in Japanese children with dyslexia
Ayumi Seki; Kazumi Kassai; Hitoshi Uchiyama; Tatsuya Koeda
BRAIN & DEVELOPMENT, 30, 3, 179, 188, Mar. 2008
English, Scientific journal - 【就学前支援の実践と課題】ちょっと気になる子どもたちへの理解と支援 5歳児健診の取り組み
小枝 達也; 関 あゆみ; 前垣 義弘
LD研究, 16, 3, 265, 272, (一社)日本LD学会, Nov. 2007
Japanese - 読字障害を合併したAsperger症候群における認知障害の病態に関する検討-発達性Gerstmann症候群としての位置づけについて-
森田愛; 関あゆみ; 内山仁志; 小枝達也
小児の精神と神経, 47, (3), 155, 160, Sep. 2007, [Peer-reviewed]
Japanese, Scientific journal - Facioscapulohumeral muscular dystrophy with severe mental retardation and epilepsy.
Saito Y; Miyashita S; Yokoyama A; Komaki H; Seki A; Maegaki Y; Ohno K
Brain & development, 29, 4, 231, 233, May 2007, [Peer-reviewed]
English - Delayed neuropsychiatric syndrome in a child following carbon monoxide poisoning
Akiko Kondo; Yoshiaki Saito; Ayumi Seki; Chitose Sugiura; Yoshihiro Maegaki; Yusuke Nakayama; Keiichi Yagi; Kousaku Ohno
BRAIN & DEVELOPMENT, 29, 3, 174, 177, Apr. 2007, [Peer-reviewed]
English, Scientific journal - 軽度発達障害児への気づきと対応システム ちょっと気になる子たちの幸せを願って 5歳児健診・発達相談における軽度発達障害児への気づきと対応
前垣 義弘; 小枝 達也; 関 あゆみ
小児保健研究, 66, 2, 204, 206, (公社)日本小児保健協会, Mar. 2007
Japanese - Neural substrates of sarcasm: A functional magnetic-resonance imaging study
Hitoshi Uchiyama; Ayumi Seki; Hiroko Kageyama; Daisuke N. Saito; Tatsuya Koeda; Kousaku Ohno; Norihiro Sadato
BRAIN RESEARCH, 1124, 1, 100, 110, Dec. 2006, [Peer-reviewed]
English, Scientific journal - Influenza-associated encephalopathy with onset of prolonged convulsion: A case report
Akiko Kondo; Yoshiaki Saito; Yoshihiro Maegaki; Takehiko Inoue; Ayumi Seki; Yuichiro Harada; Kousaku Ohno
No To Hattatsu, 38, 6, 463, 467, 2006, [Peer-reviewed]
Japanese, Scientific journal - Polycystic ovary syndrome and hepatocellular adenoma related to long-term use of sodium valproate in a young woman
Ayumi Seki; Takehiko Inoue; Yoshihiro Maegaki; Chitose Sugiura; Mitsuo Toyoshima; Shinjiro Akaboshi; Kousaku Ohno
No To Hattatsu, 38, 3, 205, 208, 2006, [Peer-reviewed]
Japanese, Scientific journal - 日本語dyslexia児の基本的読字障害特性に関する研究
葛西和美; 関あゆみ; 小枝達也
小児の精神と神経, 46, 1, 39, 44, 2006, [Peer-reviewed] - Phonemic manipulation in Japanese: an fMRI study
A Seki; T Okada; T Koeda; N Sadato
COGNITIVE BRAIN RESEARCH, 20, 2, 261, 272, Jul. 2004, [Peer-reviewed]
English, Scientific journal - Congenital mirror movement: a study of functional MRI and transcranial magnetic stimulation
Y Maegaki; A Seki; Suzaki, I; S Sugihara; T Ogawa; T Amisaki; C Fukuda; T Koeda
DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY, 44, 12, 838, 843, Dec. 2002, [Peer-reviewed]
English, Scientific journal - 左視床梗塞により失語症と漢字の書字障害を呈した小児例
岡本 里伊奈; 小枝 達也; 安立 多恵子; 関 あゆみ; 豊島 光雄; 前垣 義弘; 家島 厚; 竹下 研三
脳と発達, 34, 1, 55, 59, (一社)日本小児神経学会, Jan. 2002
Japanese, 11歳女児.左視床梗塞による失語症と漢字の書字障害を呈した.これらの高次脳機能障害と病巣との関係について検討した.失語症状は,急性期一過性の小声,ヒントが有効な呼称,語想起障害,漢字の書字障害,形態的錯書であり,本例は小児でも視床失語と書字障害を呈することを示した症例であった.漢字の書字障害は,形態の想起障害が根底にあると考えられ,視床梗塞と記憶機構の障害との関連性が示唆された - A case of left thalamic infarction with aphasia and dysgraphia in kanji
R. Okamoto; T. Koeda; T. Adachi; A. Seki; M. Toyoshima; Y. Maegaki; A. Ieshima; K. Takeshita
No To Hattatsu, 34, 1, 55, 59, 2002, [Peer-reviewed]
Japanese, Scientific journal - A functional magnetic resonance imaging study during sentence reading in Japanese dyslexic children
A Seki; T Koeda; S Sugihara; M Kamba; Y Hirata; T Ogawa; K Takeshita
BRAIN & DEVELOPMENT, 23, 5, 312, 316, Aug. 2001, [Peer-reviewed]
English, Scientific journal - Mitochondrial encephalomyopathy with 15915 mutation: Clinical report
A Seki; Nishino, I; Y Goto; Y Maegaki; T Koeda
PEDIATRIC NEUROLOGY, 17, 2, 161, 164, Sep. 1997, [Peer-reviewed]
English, Scientific journal - Facilitation of ipsilateral motor pathways during recovery from hemiplegia in two adolescent patients
Yoshihiro Maegaki; Yukinori Maeoka; Ayumi Seki; Makoto Ueno; Toshiyuki Yamamoto; Kenzo Takeshita
European Journal of Paediatric Neurology, 1, 2-3, 79, 84, W.B. Saunders Ltd, 1997, [Peer-reviewed]
English, Scientific journal
- 限局性学習症のいま
関あゆみ, そだちの科学, 37, Oct. 2021, [Invited] - 合理的配慮に基づく連続した学びの支援（指定討論）
関あゆみ, 41, 4, 295, 297, Feb. 2020, [Invited]
Introduction scientific journal - RTIを用いたひらがな音読支援：T式ひらがな音読支援,日本におけるプログレスモニタリングの可能性：カリキュラムに基づく尺度(CBM)の標準化と活用に向けて(研究委員会企画シンポジウム)
関あゆみ, 28, 2, 237, 238, May 2019, [Invited]
Meeting report - 胎児期PCB・dioxin曝露が学童期の脳活動に与える影響についての予備的検討
山崎 圭子; 関 あゆみ; 岸 玲子, 生理心理学と精神生理学, 34, 2, 156, 156, Aug. 2016
日本生理心理学会, Japanese - 学童−学校に対する助言（教育機関との連携）(特集 発達障害−医療・支援のマネジメント)
関 あゆみ, 小児内科, 48, 5, 727, 730, May 2016, [Invited] - 自閉スペクトラム症における顔認知・身体認知に関与する視覚領域の発達遅延
岡本悠子; 小坂浩隆; 北田亮; 関あゆみ; 田邊宏樹; 林正道; 河内山隆紀; 齋藤大輔; 谷中久和; 棟居俊夫; 石飛信; 大森晶夫; 和田有司; 岡沢秀彦; 小枝達也; 定藤規弘, 日本ヒト脳機能マッピング学会プログラム・抄録集, 18th, 55, 2016
Japanese - ディスレクシア児の神経心理学的検討
関 あゆみ, 最新精神医学, 19, 31, 37, 2014, [Invited]
Japanese - Sleep in children facilitates offline improvements in motor skill.
Sugawara SK; Tanaka S; Tanaka D; Seki A; Uchiyama HT; Okazaki S; Koeda T; Sadato N, Neuroscience 2012,, Nagoya, Japan,, 2012 - 母子保健からみた発達障害：学習障害
関 あゆみ, 母子保健情報, 63, 11, 15, 2011, [Invited]
Japanese - Recommendation for 5-year-old health examination
関 あゆみ; 小枝 達也, The Journal of pediatric practice, 73, 4, 581, 586, 2010, [Invited]
診断と治療社, Japanese - 読字障害(発達性ディスレクシア)児の機能画像 (第13回認知神経科学会(平成20年7月12日・13日開催)(その2)) -- (シンポジウム 小児の高次脳機能障害臨床のトピックス)
関 あゆみ, 認知神経科学, 11, 1, 54, 58, Mar. 2009
認知神経科学会, Japanese - 疾患としての読み書き障害--就学早期からの治療的介入の試み (特集 読み書きが苦手な子)
小枝 達也; 関 あゆみ; 内山 仁志, 教育と医学, 56, 9, 898, 907, Sep. 2008
慶應義塾大学出版会, Japanese - 読字障害児の脳病変研究の現状
関あゆみ, 小児科臨床, 61, 12, 2569, 2574, 2008, [Invited] - 軽度発達障害児の問題と対策（特集：児童・生徒に今起こっている保健問題と対策）
保健の科学, 関あゆみ，小枝達也., 49, 3, 174, 179, 2007, [Invited]
杏林書院, Japanese - 学習障害児の支援－医師にできること・できないこと（ミニ特集：軽度発達障害児の担任と専門家の連携）
関あゆみ, 特別支援教育教え方教室, Sep. 2006, [Invited]
2006年9月号 - けいれん重積で発症する急性脳症の早期診断における臨床症状と検査所見.
前垣義弘; 黒沢洋一; 林 篤; 辻 靖博; 岡本里伊奈; 近藤章子; 景山博子; 井上岳彦; 杉浦千登勢; 関あゆみ; 斎藤義朗; 神崎 晋; 大野耕策, 日本小児科学会雑誌, 100, 1550, 7, 2006 - 小児に良く使う薬・重要な薬: 中枢神経刺激薬・抗うつ薬
関あゆみ; 小枝達也, 小児科臨床, 57, 823, 830, 2004, [Invited] - 機能的MRIを用いた発達性読字障害へのアプローチ
関あゆみ; 小枝達也; 岡田知久; 定藤規弘, 小児放射線学会雑誌, 20, 17, 23, 2004, [Invited] - AD/HDとメチルフェニデート．小児科の日常臨床でどのような時その薬を使うのか．
関あゆみ, 小児科(別冊）, 43.別冊:90-91., 2002, [Invited] - 運動発達の遅れへの対応. 新しい時代の小児保健活動．
関あゆみ, 小児科臨床（別冊）, 43.別冊:90-91., 1257, 1599, 1997, [Invited]
日本小児医事出版社, Japanese - A novel mutation in the mitochondrial tRNA(Thr) gene associated with a mitochondrial encephalomyopathy
Nishino, I; A Seki; Y Maegaki; K Takeshita; S Horai; Nonaka, I; Y Goto, BIOCHEMICAL AND BIOPHYSICAL RESEARCH COMMUNICATIONS, 225, 1, 180, 185, Aug. 1996, [Peer-reviewed]
English
- ディスレクシア
Snowling, Margaret J.; 関, あゆみ; 屋代, 通子
人文書院, Jan. 2024, 9784409340646, 203p, Japanese, [Supervisor] - T式ひらがな音読支援の理論と実践 : ディスレクシアから読みの苦手な子まで
小枝, 達也; 関, あゆみ
中山書店, Jun. 2022, 9784521749501, 95p, Japanese, [Joint work] - T式ひらがな音読支援の理論と実践〜ディスレクシアから読みの苦手な子まで〜
小枝達也; 関 あゆみ
日本小児医事出版社, Jan. 2019, [Joint work] - 子ども・大人の発達障害診療ハンドブック- 年代別にみる症例と発達障害データ集（内山登紀夫 編）
関 あゆみ, LDの脳画像（pp244-246）
2018, [Contributor] - 別冊日本臨牀 新領域別症候群シリーズ37「精神医学症候群（第2版）−発達障害・統合失調症・双極性障害・抑うつ障害−」，日本臨床社，東京2017.
関 あゆみ, 限局性学習症の対応と治療，pp104-108
日本臨床社, Mar. 2017, [Contributor] - 認定子ども園子育てワークショップシナリオ集（小枝達也 監修）
関 あゆみ, よくある保護者からの相談と回答，発達問題の相談
日本小児医事出版社, 2017, pp30-33, Japanese, [Contributor] - ライフサイクルに沿った発達障害支援ガイドブック（齊藤万比古，小枝達也，本田秀夫 編）
関 あゆみ, 学習障害(LD)，思春期・青年期における課題と支援
診断と治療社, 2017, pp83-89, Japanese, [Contributor] - 発達障害辞典（日本LD学会 編）
関 あゆみ
丸善出版, 2016, [Editor] - 医療スタッフのためのLD診療と支援入門（玉井浩 監修，若宮英司 編）
関 あゆみ, 第１章．学習障害とは?「 E. 脳の発達と脳機能」, 第２章．学習障害の具体的症状と診断・検査の実際, 「A. 読字・書字障害の特徴」，pp21-26, 28-31
診断と治療社, 2016, [Contributor] - データで読み解く発達障害（平岩幹雄編）
関 あゆみ, ディスレクシアの療育的対応，pp226-232
中山書店, 2016, [Contributor] - 今日の小児治療指針 第16版（水口雅，市橋光，崎山弘 総編集）
関 あゆみ, 学習障害，pp723-724
医学書院, 2015, [Contributor] - 発達障害 基礎と臨床（有馬正高監修, 有馬正高・熊谷公明・加我牧子編）
関 あゆみ, 第６章２．ディスレクシア １）主要兆候，３）ディスレクシアの機能画像，pp175-177, 180-183，
日本文化社, 2014, [Contributor] - Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link. (McCardle P, Lee JR, Tzeng O, and Miller B, eds)
SEKI Ayumi, Chapter 7. Functional MRI Studies on Japanese Orthographies: Studies in Reading Development and Reading Difficulties, pp.117-132
Paul H.Brookes Publishing Co, 2011, [Contributor] - 乳幼児健診における境界児 どう診てどう対応するか（前川喜平，落合幸雄編）
関あゆみ, ３歳児健診における境界児, ５歳児健診における境界児」，pp.65-84
診断と治療社, 2010, [Contributor] - 特異的発達障害診断・治療のための実践ガイドライン（稲垣真澄，編集代表）
関あゆみ, 特異的読字障害，C.病態，3.機能障害部位, pp.29-32
診断と治療社, 2010, [Contributor] - 小児科臨床ピクシス２ 発達障害の理解と対応（平岩幹生編）
関あゆみ, 乳幼児健診と発達障害, ５歳児健診, pp.18-21, 130-131
中山書店, 2008, 9784521730585, [Contributor] - 診療実践・小児神経科 (大野耕策，前垣義弘編)
関あゆみ, 診断に必要な神経学的検査「発達検査・知能検査」, 各疾患別の診断と治療「発達障害」，pp.16-31, 76-78
診断と治療社, 2008, 9784787816511, [Contributor] - 小児医療心理学（マイケル・C・ロバーツ編，奥山眞紀子，丸光恵監訳）
小枝達也; 関あゆみ, 注意欠陥/多動性障害, pp.527-543
エルゼビア・ジャパン, 2007, 9784860348885, [Joint translation] - 脳機能と症候からみる小児神経学（大野耕策監修，斎藤義明編），
関あゆみ, 第２章：学習障害と大脳皮質，pp.16-31
診断と治療社, 2007, 9784787816214, [Contributor]
- Incidental findings in brain MRI of healthy children cohort in Japan
38th Society for Neuroscience, 2008, Poster presentation - Reading ability and phonological awareness in Japanese dyslexic children
10th International Child Neurology Congress, 2006, Poster presentation - Phonemic manipulation in Japanese: an fMRI study.
33rd Society for Neuroscience, 2003, Poster presentation
■ Affiliated academic society
- THE JAPANESE SOCIETY OF CHILD HEALTH
- 日本LD学会
- 日本小児精神神経学会
- Society for Neuroscience
- 日本小児科学会
- 日本小児神経学会
- Japanese Academy of Learning Disabilities
- Japanese Society of Cognitive Neuroscience
- Japanese Society of Pediatric Psychiatry and Neurology
- Society for Neuroscience
- Japanese Association of Rehabilitation Medicine
- Japanese Society of Child Neurology
- Japan Pediatric Society
- A multidimensional approach to reading comprehension skills in children with specific learning disabilities
Grants-in-Aid for Scientific Research
01 Apr. 2024 - 31 Mar. 2026
関 あゆみ; 岩田 みちる; 内山 仁志; 中井 悠加
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 23K22300 - Multidimensional approach on reading comprehension in children with specific learning disabilities
Grants-in-Aid for Scientific Research
01 Apr. 2022 - 31 Mar. 2026
関 あゆみ; 岩田 みちる; 内山 仁志
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 22H01029 - 子ども・子育て家族の貧困と政策・実践：「包括的最低限保障」の構想のために
科学研究費助成事業 基盤研究(A)
05 Apr. 2021 - 31 Mar. 2026
松本 伊智朗; 関 あゆみ; 加藤 弘通; 丸山 里美; 大谷 和大; 鳥山 まどか; 田中 智子; 上山 浩次郎; 吉中 季子; 大澤 真平; 川田 学; 新藤 こずえ
日本学術振興会, 基盤研究(A), 北海道大学, 21H04404 - 青年期初期における学業への意識及び学校生活を中心としたコホート研究
科学研究費助成事業
01 Apr. 2022 - 31 Mar. 2025
谷中 久和; 関 あゆみ; 藤岡 徹
日本学術振興会, 基盤研究(C), 鳥取大学, 22K02379 - Development of a Multifaceted Reading Support Method Using Language, Hearing, and Vision Using ICT Devices and Verification of Its Effectiveness
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
01 Apr. 2021 - 31 Mar. 2024
内山 仁志; 菊野 雄一郎; 赤尾 依子; 関 あゆみ
本研究は、対象となる音読困難児に言語的アプローチの音読支援法とともに、個々の認知特性に応じた聴覚や視覚的支援を行い、その効果を検証すること、そして支援者の輪を広げ、支援者同士の指導力を高めあうことを目的としている。本年度の成果として、以下の3点があげられる。1）小学2年生以上の音読困難児に対し、個別にICTを活用しながら言語的アプローチによる支援を行った。その結果、ほとんどの対象児で誤読数が減少し、音読の流暢性が高まった。2）対象児を含めた小学2年生の学年全体に対して多層指導モデル（MIM）による音読指導を行った。指導の効果は対象児以外の児童にもみられ、発達的変化との区別が難しい面はあるものの、学年全体として音読能力が高まったことが推察された。3）対象児の中で、言語的アプローチが有効でなかった児童を中心に、ペンでタッチすると読める音声付教科書やDAISYの配備などの合理的配慮としてのサポートを行った。県内での読み書き困難児に対する合理的配慮は進んでいない状況にあり、支援対象となった児童の学校を中心に具体的な配慮の方法に関する情報提供と必要な支援の実際を行った。4）支援者の指導力向上を目的として、「しまね読み書き支援研究会」を立ち上げ、2回の研修会をオンラインで実施した。任意での参加にもかかわらず、第1回は30名程度、第2回は70名以上の参加者があった。また県教育委員会の特別支援講座を活用して、音読支援の重要性に関する研修を行った。音読支援の必要性を県内の先生に知っていただく良い機会となった。
R4年度は指導・支援対象児を増やすこと、指導者の読み書き支援に関する知識・技術を向上させる研修会を引き続き開催できるよう準備を行う。またR3年度にすすめてきた視覚課題や聴覚課題を実装して、言語的アプローチでなかなか音読能力が伸びなかった対象児の評価や指導に活用することを目標とする。
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), The University of Shimane, 21K02711 - 読字困難児の読解力の改善を目的とした語彙習得プログラムの開発
科学研究費助成事業 基盤研究(C)
01 Apr. 2020 - 31 Mar. 2024
赤尾 依子; 関 あゆみ
本研究は、読字困難児の読解力の改善を目的とした語彙習得プログラムの開発を目的としている。文章読解には多くの語彙が必要である。幼少期に獲得される語彙においては、話し言葉が中心であるため、読字困難児も学年相応の語彙力を持つケースがある。しかし、将来的には、彼らは読字困難であるため、定型発達の子ども達と比較すると文字を読む機会が減少し、語彙力の低下が予想される。語彙力が低下すると読解力も低下し、学校での教科学習が困難となる。また、そこからの二次的不適応として不登校、素行不良なども考えられる。そこで、本研究では、読字困難児が学校現場で学び続けられるように語彙力を高める「語彙習得プログラム」を提案することを目的とした。
「語彙習得プログラム」は、学年ごとに作成する。①各学年で学習する学習語彙をこくごの教科書より抽出する。②抽出した語彙を学ぶための教材である「ことばのべんきょう」を作成する。③「ことばのべんきょう」で学習した語彙の定着率を検討する。
令和3年度は、小学2年生を対象とした、「ことばのべんきょう光村図書版２ねん」を作成した。語彙の抽出は、研究代表者と研究協力者である小学校教員とで行った。語彙を抽出した後、語彙の意味を小学生用の国語辞典で調べ、「語彙、意味、例文、例文に合う画像」の4点を1セットとしてICT教材を作成した。語彙、意味、例文については、繰り返し音声を聞くことが出来るよう音声再生ボタンも付けた。以上のような視覚・聴覚の両方から学べる教材を作成した。学習効果を検討するために、「よみ」と「意味」の2側面から検討する語彙検査を作成した。
日本学術振興会, 基盤研究(C), 関西学院大学, 20K03012 - 限局性学習症（発達性ディスレクシア）の発達軌跡の解明
科学研究費補助金（基盤研究(B)）
Apr. 2017 - Mar. 2023
関 あゆみ
文部科学省, Principal investigator, Competitive research funding - Developmental trajectories of children with developmental dyslexia in Japanese
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
01 Apr. 2017 - 31 Mar. 2022
関 あゆみ; 橋本 竜作; 内山 仁志; 谷中 久和; 奥村 安寿子; 小枝 達也; 柳生 一自
学童期群については，昨年度までに取得した定型発達児の事象関連電位（ERP）および視線計測データの解析を進め，非語彙経路での読みから語彙経路での読みへの移行に関連すると思われるERP成分を確認した。この論文化を進めるとともに，発達性ディスレクシア児でのデータ収集を行った。
学童期後半群では，RTIモデルによる指導を通して発達性ディスレクシアと判断された児童について追跡調査を行っている。昨年度（５年時）までのデータから，指導による音読能力の改善に関わる要因を明らかにした。今年度（６年時）の調査では，仮名・漢字・文章の読み，英語の音韻意識，アルファベット・ローマ字の知識，および学校適応に関する質問紙調査を行った。来年度以降，英語の読み書き能力について調査予定であり，小学校時点の日本語の読み書き能力や音韻意識等の能力と，のちの英語の読み書き能力との関連を検討する。今年度は，中学校１～３年約650名を対象として音韻意識課題および基礎的な英語の読み書きについてのデータ収集を行った。その結果，アルファベットないし初歩的な英単語の読み書きにつまずきを示す生徒が少なくないことが示された。６年生でのデータ取得も予定していたが，状況の悪化により今年度の実施は断念した。質問紙については，対象群として２つの地域での小学５，６年生の定型発達児の調査を行い，発達性ディスレクシア児でのデータと合わせ分析中である。
青年期群では，中学生以降に適用可能な読字障害スクリーニングのための自記式質問票の作成を行った。因子分析の結果，読み因子，書き因子，音韻因子が抽出され，音韻因子により感度100%，特異度83%で読字障害を鑑別できることが確認された。この質問紙および学童期後半群のものと類似の英語の音韻認識課題を用いて，大学生における英語学習の困難と，学童期に明らかとなる発達性ディスレクシアとの関連を検討予定である。
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 17H02713 - RTIモデルを使用した音読支援における認知特性の解明と指導法の開発
科学研究費助成事業 基盤研究(C)
01 Apr. 2017 - 31 Mar. 2021
赤尾 依子; 関 あゆみ
本研究は，読字指導法の1つである「T式ひらがな音読支援」の第3段階の指導に，認知特性を考慮した指導方法を提案することを目的として実施された。そのために，①読字困難を主訴とする子ども達の認知特性を心理的・医学的側面から明らかにし，「認知評価シート」を作成する，②認知評価を考慮した第3段階の指導方法を開発する，③②の指導効果を検証する，の3点を研究する。
令和元年度は，小学生を対象に，読み検査課題をスクリーニング検査として使用し，ディスレクシア群(232名)と非ディスレクシア群(257名)の2群を抽出し，2群の子ども達のWISC-Ⅳの得点とPVT-R絵画語い検査の得点を比較した。対象児のIQは85以上であった。スクリーニング検査として使用した読み検査課題は，単音連続読み検査，単語速読検査(有意味語)，単語速読検査(無意味語)，単文音読検査の4つであった。その中の2つ以上の検査で，対象児の該当学年平均値の2SDを超えた子ども達をディスレクシア群，それ以外の子ども達を非ディスレクシア群とし，2群のWISC-ⅣとPVT-R絵画語彙検査の得点を比較した。その結果，WISC-ⅣのFSIQ, VIC, WMI, PSIにおいて両群に有意な差が認められた。PVT-R絵画語彙検査においても両群に有意な差が認められた。
以上より，ディスレクシア群は非ディスレクシア群よりも，WISC-Ⅳの全IQが低く，言語理解，ワーキングメモリ，処理速度の低いことが示された。また，語彙力も低いことが示された。一方，知覚推理については，両群に有意な差は認められなかった。
日本学術振興会, 基盤研究(C), 大阪医科大学, 17K04957 - Comprehensive study on Child Poverty in Japan
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A)
01 Apr. 2016 - 31 Mar. 2020
Ichiro Matsumoto
The aim of this study is to examine the social characteristic of child and family poverty, and policy intervention in Japan. Under this aim, it had held Large scale survey to parent and children in Hokkaido(sample size is 30,000), survey on young care leavers(1,000) in Japan, and theorical examination. Suggestions on policy context are follows. 1 Financial resources as core factor, 2 Importance of time resources, 3 Consideration to additional care in families(eg, illness, disability, elderly) is key issue to policy making, 4 Gender equality is also key, 5 Quality and accessibility of social care make influence to poverty itself.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (A), Hokkaido University, 16H02047 - Intermediate phenotypes in dyslexia: subgrouping of cognitive and perceptual functions and the development of intervention methods
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
01 Apr. 2016 - 31 Mar. 2020
Yagyu Kazuyori
There are various intermediate phenotypes of clinically expressed dyslexia, not only pure dyslexia, but also abnormalities in underlying brain function and comorbid disorders. This study aimed to elucidate the pathophysiology of brain function, intermediate phenotype, and clinical phenotype of dyslexia.
In a functional brain study, magnetoencephalography revealed characteristic changes in brain activity in the bilateral inferior frontal and left superior temporal lobes of children with dyslexia. In a clinical phenotypic study, we developed a self-administered questionnaire on reading difficulties applicable to individuals at or above junior high school age. The questionnaire showed sufficient sensitivity and specificity for diagnostic screening of dyslexia. As an intermediate phenotyping study, a questionnaire on specific language disorders and developmental co-motor disorders was developed and they showed clinical usefulness in each study.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Hokkaido University, 16K04802 - Study of a reading intervention using the Tottori University method with the RTI model, and the Multilayer Instruction Model (MIM).
Grants-in-Aid for Scientific Research Grant-in-Aid for Research Activity Start-up
28 Aug. 2015 - 31 Mar. 2017
AKAO YORIKO; KOEDA Tatsuya; SEKI Ayumi
In this study, we confirmed three points to enable T-supporting program for hiragana reading, which is a reading support system using the RTI model, to be implemented continuously at the primary school. ① Evaluating the childrenen of the under the standard score of the T-supporting program for hiragana reading, they were reading difficulty about You-on in October. Therefore, we proposed to adopt the Multilayer Instruction Model (MIM) from September. ② When we examined the characteristics of children who did not improve by the Decording Training at the time of the first grade of the elementary school in T-supporting program for Hiragana reading, the reading difficulty showed a significant correlation with the writing difficulty and ADHD inattention score. ③ We prepared an annual plan and implementation manual to continuously implement T-supporting program for Hiragana reading.
Japan Society for the Promotion of Science, Grant-in-Aid for Research Activity Start-up, 15H06412 - Visual function training for developmental dyslexia
Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)
01 Apr. 2014 - 31 Mar. 2017
TSUCHIDA Yukio; SEKI Ayumi; TOMINAGA Daigo; UNO Tomoki; KOMESU Ryo
The training effect of visuo-spatial working memory (WM) and visual attention (VA) related to developmental dyslexia was compared with healthy adults. Although the performance of the visuo-spatial WM was improved by the visuo-spatial WM training, the performance of the VA span was not improved by the VA span training. In the electroencephalogram during visual selective attention task before and after training, the amplitude of the target P200 increased in the WM group. This result was consistent with previous studies, it seems that the work of early selective attention in memory was improved. These results suggest the possibility that WM training is more effective than VA span. WM training also showed some effect for children with weakness in visuo-spatial function. To implement WM training, it is necessary to consider the limitation.
Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), 26780511 - Cognitive, behavioral, and brain-functional characteristics of non-responders in a reading intervention using the RTI model approach
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
01 Apr. 2014 - 31 Mar. 2017
SEKI Ayumi
A longitudinal study was conducted with 38 second-grade students, who participated in the third stage of an intervention for reading “hiragana,” using the RTI (Response to Instruction) model approach. Most of the participants were diagnosed with developmental dyslexia; some were diagnosed as being comorbid with other developmental disorders; and others were diagnosed with intellectual disability. Seven students (18%) determined as “improved” after the third stage intervention. The third stage intervention was effective regardless of the cognitive or behavioral characteristics of participants. Results suggest that the achievement levels of non-responders could be predicted from the diagnosis and their reading levels at the beginning of the intervention. The results of eye-tracking suggest that improvement during the second grade is insufficient and that intervention needs to be continued after the third grade.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), 鳥取大学, Principal investigator, Competitive research funding, 26381324 - A longitudinal study about early detection and early intervention for children with learning disability after enrollment at school by the RTI model
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
01 Apr. 2009 - 31 Mar. 2013
KOEDA Tatsuya; SEKI Ayumi; TANAKA Daisuke; TAMARU Toshitaka; TERAKAWA Shinako; KOBAYASHI Katsutoshi; UCHIYAMA Hitoshi; MIZUGUCHI Tatsuya; UEZHIMA Kazuhiko; KITAMURA Zyunko; SUZUKI Hideyuki
We developed novel RTI model to be able to lead to the diagnosis of dyslexia at the end of a school year of the first grader based on original RTI (Response to Intervention) for the purpose of early detection and early intervention. Also, we devised the training method of two phases called decoding training and the vocabulary facilitation. The decoding training aims to automate the correspondence with a letter and the reading, and then is able to reduce misreading. The vocabulary facilitation is able to improve the fluency of reading aloud.
As decoding training, we developed a reading aloud training program (two version; a single sound version and a word version) which very easy to use and has high versatility. We show it on a homepage (http://www.dyslexia-koeda.jp/) and provide the application soft for tablet type devices.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Tottori University, 21330213 - 発達性読み書き障害児のためのマルチメディア語彙教材の開発
研究成果最適展開支援プログラム（A-STEP）フィージビリティスタディ・ステージ（FS）探索タイプ
2013 - 2013
関 あゆみ
科学技術振興機構, Principal investigator, Competitive research funding - Research on the evaluation of the level of proficiency in reading using index of ocular movement: developmental change in typically developing children and characteristics in dyslexic children
Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)
2011 - 2013
UCHIYAMA Hitoshi; NIIDA Takahiro; KOEDA Tatsuya; SEKI Ayumi; TANAKA Daisuke
The purpose of this research was to explore effective oculomotor indices for the level of proficiency between "letter by letter" and "chunk" reading using an eye tracking system. Using these indices, we performed an objective evaluation to determine differences between typically developing and dyslexic children. We describe three interesting results. First, differences in reading characteristics between typically developing children and healthy adults revealed that effective oculomotor index is the number of gaze points recorded during the reading task. Second, developmental changes in reading characteristics in typically developing children can be measured as a significant reduction in the number of gaze points. Third, the significant delay in reading time in dyslexic children compared to typically developing children is characterized by an increase in the number of gaze points.
Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), 23730861 - The basic studies for developing reading instruction methods usable for non-native children
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
2011 - 2013
SEKI Ayumi; TANAKA Daisuke
We developed a kanji reading task, which modified by familiarity/frequency and consistency. Using this task, we evaluated the kanji-reading skills and cognitive skills which contribute to kanji-reading skills in different background groups; Japanese adults, Japanese children, adult non-native Japanese-learners, children of non-native residents, and Japanese dyslexic children. The effects of familiarity/frequency and consistency differed between groups. Vocabulary knowledge and ability of implicit learning contributed to kanji-reading skills. A functional MRI study showed familiarity/frequency differently modified brain activations during reading kanji.
These results showed that better individual instructions for kanji-reading will be delivered to both Japanese dyslexic children and non-native children by assessing vocabulary knowledge and ability of learning grapheme-phoneme correspondences.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Tottori University, Principal investigator, Competitive research funding, 23531294 - 読字指導法開発のための漢字の読みの仮説モデルの検討
児童教育実践についての研究助成事業
2011 - 2011
関 あゆみ
博報堂児童教育振興会, Principal investigator, Competitive research funding - Contribution of auditory perception and phonological awareness to English acquisition in Japanese children : a study in children with normal reading ability and learning disabilities.
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
2007 - 2009
SEKI Ayumi; UCHIYAMA Hitoshi
We studied effects of auditory perception and phonological skills on learning English in dyslexic and non-impaired readers in Japanese. Dyslexic children showed low performance in amplitude envelope perception tasks, but all dyslexic children in middle school showed difficulties in learning English regardless of results of auditory tasks. Phonological skills in adults were correlated with reading speed of kana, but not with English proficiency. English proficiency significantly differed by learning motivation, and it suggests that studies in ESL cases are essential to extract the effect of cognitive skills.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Tottori University, Principal investigator, Competitive research funding, 19530871 - 「脳科学と教育」計画型研究開発「日本における子供の認知・行動発達に影響を与える要因の解明」
ＪＳＴ社会技術研究プログラム（ＲＩＳＴＥＸ）
2006 - 2008
社会能力の発達過程とその神経基盤、および社会・生活環境が与える影響について乳幼児を対象としたコホート研究により解明する。またMRI解析を用いて発達・行動特性と脳容量や解剖学的特徴との関連を解明する。
Competitive research funding - The practical study for the efficacy of 5 years old health examination aimed reduction of school maladjustment
Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
2004 - 2007
KOEDA Tatsuya; TERAKAWA Shinako; KOBAYASHI Katsutoshi; SHIONOYA Hitoshi
5 years old child health examination or 5 years old child development consultation is useful as a system of detecting for a developmental disease.
We require three types of counseling, i.e., child nursing counseling, psycho logical counseling and educational counseling to deepen the understanding for the behavior problems of their children.
We organized counseling organization three types of counseling in the eastern, the central part and the western part of Tottori. This system was started since 2009. We researched the counseling contents during these four years.
The child nursing counseling was 34 cases, total of counseling number 39 times. As the contents, 28 cases were associated with child care environment, 23 cases were associated with discipline, 11 cases were related to developmental problems and 9 were the others.
The psychological counseling was 43 cases, total of counseling number 56 times. A difference clear in the background was found in the example that a problem was noted in an example and the 5 years old child health examination which a problem was noted on development in 3 years old child health examination for the first time.
In addition, it became clear in psychological counseling that continuity was important.
The total number of educational counseling decreased during research periods. The cause was because a member of counseling of Tottori came to cope with consultation of infant.
We made importance of counseling after 5 years old child health examination known by this practical research. In our research, four administrations adopted the counseling system after 5 years old child health examination which assumed this study a model. It seems that this study served as a role to lead an administration measure of such a self-governing body as for our study.
Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Tottori University, 16330188 - パラメトリック解析法による学習障害児の認知障害メカニズムの機能的MRI研究
科学研究費助成事業 若手研究(B)
2004 - 2006
関 あゆみ
1)定量的指標を用いた読字障害児の認知特性の評価平仮名の習得に困難を認める読字障害児を対象として、(1)音韻認識・操作課題、(2)聴覚弁別課題、(3)視覚認知・記銘課題、(4)自動化課題、(5)言語性記憶課題を行った。読字障害児の全例が音韻認識における障害を示し、さらに単語逆唱および母音比較課題の成績は音読速度・流暢性と有意な相関を示した。聴覚弁別、視覚認知、視覚記銘、自動化、言語性記憶においても、それぞれ25〜40%の読字障害児に障害が認められたが、これら非音韻障害の併存の有無は読字障害の程度の説明因子とはならなかった。非音韻障害のパターンは症例によって異なり、認知特性によりサブグループに分けることはできなかった。以上より、1平仮名の習得に困難を認める読字障害児においては、説明因子となり得る認知障害は音韻認識障害のみであることが明らかとなった。2)読字障害児および健常児における機能的MRI研究1)の結果を踏まえ、読字能力の説明因子となる認知能力指標として音韻認識課題の1つである母音比較課題を用いて機能的MRI研究を行った。解析パラメータとして母音比較課題の反応速度を用いた。撮像はSIGNA 3.0T(GE)により行い、SPM2(Wellcome Department of Neuroimaging Neuroscience, London, UK)を用いて解析した。音韻比較課題において健常児では左前頭葉および頭頂葉により強い活動を認め、読字障害児では両側半球に広範な活動を認めた。反応速度をパラメータとした解析では、反応速度の減少と左下頭頂葉の活動が相関し、反応速度の増加と右前頭葉の活動が相関することが示された。反応速度の速さと相関する左下頭頂葉が音韻処理の主要な神経基盤であると言える。右前頭葉は反応速度の遅い例でより強く活動しており代償的活動と考えられる。本研究の結果より、アルファベット言語における報告と同様に、日本人読字障害児においても左頭頂側頭移行部の活動低下と右前頭葉の代償的活動増加を認めることが確認された。
日本学術振興会, 若手研究(B), 鳥取大学, Principal investigator, Competitive research funding, 16790576 - Neurocognitive basis of learning disorders.
Competitive research funding
Others
