LD Kanji Instruction Manual / Teaching Methods That Work for Every Child
Although it is not that cold yet this December, it is winter in terms of the season.
Winter is the season when mandarin oranges are delicious✨
I have to be careful because I have a habit of eating too many mandarin oranges, just like when I was a child lol
Welcome to Kyoiku LIBRARY✨
We aim to be a place like a library filled with various "wisdom" and "information" about education, people, and life, where everyone can relax, gain "insights" into life, and satisfy their intellectual curiosity😌
Please make yourself at home.
I am Ryoyan from Kyoiku LIBRARY, a former teacher.
"I've practiced so many times, so why can't I remember it?"
"They are missing a stroke or making a lot of mistakes."
"They are starting to hate kanji..."
Yes, I am sure there are parents who are worried about this.
Everyone has different ways of inputting and outputting information that they are good at.
Some are better at learning by seeing, some by listening, and some by using their bodies to learn through movement; there are various characteristics.
In other words, there is a study method that suits each individual.
I am a former elementary school teacher. I worked as a teacher for 10 years and taught studies to about 300 elementary school students.
In every class, there are 20-30% of children who cannot grasp kanji well using general methods.
Therefore, I researched and practiced kanji instruction tailored to each individual's characteristics, and consistentlyexceeded a semester average of 95 pointsAt my best, I evenexceeded a semester average of 98 points.
In other words, about 27 out of 30 students scored 100 points. The other 3 students were at the 80-90 point level. Of course, among them were children who had been scoring 0 points until last year.
In this article, I will explain the causes behind why some children struggle with or cannot memorize kanji, and share teaching methods that are effective for such children.
When a child who usually scores 10 or 20 on kanji tests starts scoring 80 or 90, their eyes light up.
I can do it too.
I have seen dozens of children start to engage with enthusiasm after realizing this.
I hope that by reading this article, even one more child will be able to believe in their own potential.
Since this content is quite dense, feel free to skim through it and use it as a reference guide whenever you need it.
Please adjust and utilize it according to your needs.
Reasons Why Children Struggle with or Cannot Memorize Kanji
There are various reasons why children feel they struggle with or cannot memorize kanji, but I will explain them by dividing them into four easy-to-understand categories.
Sensory dominance issues
Low working memory
Difficulty with recall
Inability to see characters correctly
These are the four perspectives.
🟨 Sensory Dominance Issues
I previously wrote an article on the theme that human intelligence can be divided into four types.
In that article, I divided them into four types, but these can also be categorized into visual dominance, auditory dominance, and kinesthetic dominance.
This 'dominance' serves as a criterion for identifying the input and output methods that each individual excels at.
For example, visual dominance.
The fact that some children can memorize things just by looking at picture books or kanji is the clearest example of visual dominance.
Such children often have excellent memory. They can 'snap' a photo of information like a camera and store it directly in their brain.
Since these children can memorize things without writing them down, they tend to find writing to be a chore.
Even if it is not to that extent, it is said that 80 to 90 percent of children are visually dominant, so basically, looking at a 'model' and writing it down will be an effective approach.
Next is auditory dominance, which means ear and audio information.
Are you familiar with the movie actor Tom Cruise?
He reportedly has weak character recognition, so he always has someone read his scripts to him and memorizes his lines through that audio. (He has a condition called dyslexia.)
In this way, people with weak visual skills do not rely on their vision and try to memorize things by ear, so their auditory sense develops.
And then, there is kinesthetic dominance.
This is the type that learns with their body.
Are there any children or adults around you who act before they think?
Such people are often of the kinesthetic dominance type, meaning they find it easier to learn with their bodies, that is, through experience.
Of course, people do not have just one of these, but all three; the point is which one is stronger or which one they are better at.
The author is kinesthetically and visually dominant, so things go more smoothly when I just act first, think while experiencing, and move forward, and I also often acquire information by reading books with my eyes.
In this way, if you know your own preferred way of learning, you will be able to proceed with your studies and work more efficiently. becomes possible.
However, simply practicing kanji over and over again in a notebook only uses visual sense, so children who are auditorily or kinesthetically dominant cannot easily memorize kanji.
🟨 Low working memory
Working memory has various functions, but simply put, it has the characteristics of holding memories in the short term and appropriately retrieving things stored in long-term memory.
The number of things a human can hold in short-term memory is
generally said to be about seven on average, but for some people, this memory capacity can be very small.
In some cases, it can be as low as two or three.
As a result, even if they learn three kanji, they end up forgetting one by the time they learn the fourth.
Kanji tests usually consist of about 10 questions.
For children with limited working memory, remembering 10 new kanji and how to use them can be considered a very difficult task.
🟨 It takes time to recall
There are children who, when working on kanji tests or worksheets, find that they "cannot easily recall and write them down."
Practicing kanji takes a lot of time, and because they use so much energy just trying to remember, the children themselves get exhausted.
I can understand why they would come to dislike kanji.
This characteristic of "taking time to recall" is often due to a problem with the long-term memory retrieval function known as the episodic buffer.
For example, suppose you are looking for "The Very Hungry Caterpillar" at the library.
People who are quick to find it can:
it's in the picture book section
the cover has a picture of a bug
use information such as these to make an educated guess and search efficiently.
In contrast, people who are slow to find it end up searching through every single book.
Children with a weak version of this function often remember about 80% of the kanji itself.
However, they require more concentration than others just to recall it.
Furthermore, if their short-term memory capacity is low, they may even forget what they were trying to recall in the first place.
🟨 Characters are not being seen correctly
This is often seen in children who "frequently add or omit a stroke" or children who make mistakes that make you wonder, "How could they make a mistake like that?"
Strictly speaking, they can see the vague overall shape.
However, the fine details, such as whether there are three or four horizontal lines, appear blurry or overlapping to them.
That is why they sometimes write mirror images or create kanji that they have never even seen before, as if they had invented them themselves.
The child is working on it seriously and with focus.
Moreover, children of this type are often very hardworking.
If no matter how much they try, they never improve, it is only natural for them to develop a sense of aversion toward the subject.
Up to this point, I have listed the characteristics of children who cannot memorize various kanji.
And from here on, I will share ways to memorize kanji that fit such children as well.
Effective teaching methods for memorizing kanji
The effective instruction for memorizing kanji is, in a word,
"finger writing" and "efficient review frequency"
.
As an added bonus, "air writing" is included.
Among these, the most important is "finger writing."
If you master this thoroughly, your scores will easily go up by 30 or 40 points.
I will explain it right away.
🟨 Finger writing
Finger writing refers to an activity where you do not use a pencil, but instead press the pad of your index finger firmly against the desk and practice the kanji until you have memorized it.
No special preparation is required.
This alone will significantly increase the mastery rate.
From here on, I will explain the reasons why finger writing is effective and the correct procedure for finger writing.
☑️Reasons why finger writing is effective
There are at least four reasons why finger writing is effective for successfully inputting kanji into the brain.
They are
using three senses
low working memory load
the highest concentration of nerves in the fingertips
the ability to pattern stroke order
These are the four. Let's look at them one by one.
☑️Using three senses
The three senses refer to the visual, auditory, and kinesthetic preferences mentioned in the previous chapter.
I talked about how everyone has different preferred ways of learning.
Practicing in a workbook is, in most cases, purely visual.
If that's the case, you should just use auditory and kinesthetic senses to practice kanji as well.
That is what finger writing is.
When finger writing, have the child recite the stroke order while doing it.
This allows the stroke count and the rhythm of the kanji to enter as auditory information.
They will learn by connecting the characters with the sounds. This is a way of learning using the auditory sense.
Furthermore, when finger writing, the arm moves naturally from the shoulder to the fingertips.
When just holding a pencil, only the fingertips, or at most the area beyond the wrist, move.
On the other hand, because finger writing involves a larger range of motion, it becomes a movement closer to physical exercise.
Since it feels more like practicing a sport to memorize, it is also effective for those who learn better using 'physical sensation'.
Of course, since they are writing while carefully looking at the model, they are making sufficient use of their 'visual sense'.
In this way, by using more senses to memorize, the probability of hitting upon the sensory approach that is easiest for each individual to learn with increases.
This is called 'multi-sensory instruction'.
☑️Low working memory load
What is the phrase teachers say most often when practicing kanji in elementary school?
It is,
'Write carefully.'
That is.
Writing carefully is, of course, important.
However, with this, they cannot focus solely on memorizing the kanji.
Among children who have difficulty memorizing kanji, there is a certain number who are clumsy with their hands.
For such children, 'writing carefully' is a task that requires a great deal of energy and concentration.
'I have to write it without making a mistake...!'
'If I don't write it carefully, I'll have to do it over.'
Because they are gripping their pencil tightly and writing kanji while being conscious of such things, they are already using two or three times the amount of working memory.
If working memory is low, they are close to a state of overload and are in no condition to memorize kanji.
However, with finger writing, there is no need to be conscious of the neatness or beauty of the characters.
Because you are writing on the desk, and no marks are left behind.
Furthermore, since you don't even hold a pencil and only place your fingertip on the desk, you can focus all your nerves there.
These small adjustments create an environment that is much easier for the brain to process.
☑️The fingertips have the highest concentration of nerves
Penfield, a Canadian neuroscientist, studied the proportions of the brain's corresponding regions and created a map. The representation of the nerves connected to the brain as a small human figure is often called a homunculus.
Looking at the homunculus, it is easy to see which parts are the largest. They are the fingers and the tongue.
Having a high concentration of nerves means that more signals can be sent to the brain.
Finger writing uses the index finger, where nerves are most concentrated, to send the exact shape of the kanji to the brain as a signal.
If you were using a pencil, you would only be moving your fingers to manipulate the pencil, so it cannot be said that you are moving your fingers in the exact shape of the kanji.
Furthermore, fingerwriting is done while chanting the stroke count. Chanting the stroke count requires moving the tongue.
In other words, with just one act of finger writing, you are stimulating the fingers and the tongue, the parts with the most nerve connections, at the same time.
This should be a significant help for the brain in memorizing kanji.
☑️Stroke order can be patterned
As I will explain in detail later, if you perform finger writing in an orderly fashion, you will come to memorize the stroke order.
Stroke order is not something you learn because it is embarrassing to get it wrong, but because it is necessary to make learning future kanji easier.
There are certain rules for stroke order.
For example, the character '王' (king).
The order for '王' is 'horizontal, vertical, horizontal, horizontal'.
Just by remembering this '王', you can apply it to various other characters like '金' and '全'.
If you break down kanji into parts, you will find that many are combinations of kanji you have already learned.
In other words, you do not need to learn the stroke order for that part from scratch.
Stroke order was originally designed to make characters easier to write.
The more you learn by following the stroke order, the more familiar parts you will encounter as you advance in grade level.
As a result, you will automatically understand how to write them without needing to consciously think about the stroke order.
Once that happens, you can focus your working memory on the parts you are seeing for the first time, making it even easier to learn.
☑️Finger-writing procedure
The procedure for finger-writing is as follows.
▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢
❶ Look at the stroke order and finger-write on the desk until you can do it smoothly.
❷ Look at the large example characters in the drill/skill book and finger-write until you can do it smoothly.
❸ Close your eyes and finger-write on the desk.
(If you can do this, it means you have memorized the kanji.)
❹ Hold a pencil and trace the characters.
❺ Hold a pencil and copy the characters.
▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢
In short, you should continue finger-writing until you can do it with your eyes closed.
At this point, it is more reliable if an adult checks to see if they have truly memorized it.
By praising them thoroughly, I believe they will feel more motivated, thinking, "I might be able to learn this."
Drills and skill books assigned at school usually have boxes for tracing and boxes for writing everything yourself.
These are called "tracing" and "copying."
It is okay to hold a pencil for those parts.
The important thing is to memorize the character completely before picking up the pencil.
However, there are some points to be careful about.
Finger-writing with your fingernails instead of the pads of your fingers.
Finger-writing while holding a pencil.
Moving on to the next step without being able to memorize it with your eyes closed.
I do not recommend this, as it cuts the effectiveness of finger writing in half.
First, please try focusing exclusively on finger writing.
🟨 Air Writing
"Air writing" can be read as either "soragaki" or "karagaki".
It refers to the activity of writing kanji you have learned in the air.
This is an additional component.
In an elementary school classroom, it is difficult to confirm whether every student has truly mastered "finger writing with eyes closed."
Because there are so many students, "air writing" is a component used to solve the problem of not being able to check each individual.
Have everyone write the kanji in the air all at once, and check if they are perfectly synchronized.
Do this while saying the stroke order out loud.
Start with eyes open, and have them do it with their eyes closed at the end.
If they reach a state where "everyone is perfectly synchronized," you can confirm that they have memorized the kanji and can write it in the correct stroke order.
If their mastery seems subtle, you can have them try again.
"Air writing" involves using the whole body even more than "finger writing," so it utilizes more physical sensation.
It is effective for children who like to move their bodies.
At home, you may not need to go as far as "air writing."
If they have completely memorized it through "finger writing," that is sufficient.
For those who "still want to try it" or feel that "my child is better suited to moving their body," please give it a try.
🟨 Efficient Review Methods
Once a child has learned to memorize kanji through "finger writing," the key becomes how to ensure they don't forget it and can retain it until the test.
Therefore, I will introduce some review methods that make it harder to forget.
In conclusion,
“Solve the same problems as the test for three days, including the day of the test”
“Correct only the problems you got wrong”
is the most efficient way to review.
☑️Ebbinghaus Forgetting Curve
Are you familiar with the "Ebbinghaus Forgetting Curve"?
It is a diagram showing the correlation between the "percentage of learned content remembered" and the "number of days after learning."
If we set the content learned at 100, 40% is forgotten after one day, and 80% is forgotten after two days.
However, if you review after two days, it returns to 100, and even after a week, it only drops to the point where 40% is forgotten.
Furthermore, if you review after one month, it returns to 100, and after that, only about 20% will be forgotten.
The rate of forgetting decreases depending on the frequency of review.
The brain has a part called the hippocampus that controls memory.
Content learned once is stored as short-term memory, butby reviewing repeatedly, you can convince the hippocampus that “this is very important information.”
Then, the hippocampus sends that information to long-term memory. Once it enters long-term memory, it becomes harder to forget. That is why review is so important.
I think it is a good idea to decide on the frequency of your reviews while keeping this in mind.
In many cases, kanji tests are given at a pace of about one per week.
Let's consider an efficient review schedule for a one-cycle period leading up to a test in five days.
▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢
◆ Day 1: Memorize half of the new kanji for the test range
◆ Day 2: Memorize the remaining new kanji for the test range
+ Confirm the kanji memorized on Day 1 by tracing with a finger
◆ Day 3: Solve the same problems as the test
(First, copy them down -> then cover the kanji and write them)
◆ Day 4: Solve in the same format as the test -> make corrections
◆ Day 5: Solve in the same format as the test just before the test or in the morning
-> make corrections -> take the actual test
▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢
Adjustments may be necessary depending on the frequency of school kanji tests and the materials used, but generally speaking, this is the flow.
By reviewing with this frequency, the rate of forgetting becomes significantly lower compared to the beginning.
In particular, reviewing just before the test on the day of the test or in the morning is extremely effective.
And what is important is to grade properly and correct mistakes.
Next, I will explain an efficient method for correcting mistakes.
☑️Correct only the problems you got wrong
When making corrections, the important thing is to correct only the problems that were wrong.
I often see a method where if a child gets 1 or 2 questions wrong, they redo and solve all 10 questions again.
That has its own effectiveness, but for children who struggle with kanji, it is painful.
If there is a wrong problem, correct only that kanji.
However, just copying the answer is not enough.
Trace it with your finger, and after you can write it without looking, write the correct answer.
If you repeat this, the correct answer will surely be firmly imprinted.
If you practice the contents of this chapter, children who scored less than 50 points on kanji tests should see their scores increase with a high probability.
Since this is an instructional method with immediate effects as long as you follow the points, it is highly likely that you will see results immediately.
However, what if this instructional method does not have an effect? I will explain that in the next chapter.
Effective Kanji Learning Ideas
The teaching methods introduced here are tailored to the developmental unevenness of children.
These are not methods that work for every child; their effectiveness depends on the child's individual characteristics.
I recommend observing the child's condition and trying out various approaches.
🟨 Writing a part with a red pencil
In the chapter titled 'Reasons Why Kanji Is Difficult or Cannot Be Remembered,' I explained children who 'should remember it, but take a long time to retrieve the appropriate kanji from their long-term memory.'
This is a support method for children who struggle with such recall.
Depending on the child, there are cases where if we write just the radical, they can remember the rest.
The degree varies from person to person, but it seems that seeing a part of the kanji makes it easier to search their long-term memory, and it suddenly comes to mind.
At this time, I do not recommend that an adult write a part with a black pencil.
I recommend a red pencil. And, what's more, write it lightly.
If you write a part with a red pencil, they can trace over it.
Furthermore, since they are tracing over the lightly drawn line with black, it is less likely to leave a mark.
As a result, you can give them the confidence that they were able to write almost all of it themselves.
However, if you have been supporting them with a red pencil right up until the actual test, they might not be able to tackle it with confidence if they are suddenly given no hints during the test.
Therefore, it is necessary to gradually reduce the amount of support.
The first practice test format is 'radical + part of the character structure.'
The second time is 'radical only.'
The third time is 'first or second stroke only.'
In this way,you gradually increase the load on the child.
If they are able to handle the first or second stroke, it might be okay to let them try doing it all by themselves once without support.
Once they are that well-prepared, they will likely be able to approach the actual task with a great deal of confidence.
🟨 Write characters larger
This is effective for children who tend to add or omit strokes in kanji, or for children who are clumsy with their hands.
For children who may have characteristics that make it difficult for them to see characters correctly because they blur or overlap, simple support is also effective.
You can simply make the model characters and the characters they write in their notebooks larger.
If you had to read a text filled with characters the size of those used in a 2.0 vision test, you would likely get tired and misread them as well.
Therefore, just by making the characters larger, it becomes much easier for them to recognize the letters.
Also, there is a characteristic called 'fine motor disorder/developmental coordination disorder,' where a child struggles to move their hands skillfully.
And there are quite a few patterns where this disorder co-occurs with 'Specific Learning Disorder (SLD/formerly Learning Disabilities)' or 'Developmental Dyslexia'.
Even if the symptoms are not that severe, children who are clumsy with their hands use a lot of energy and focus just to hold a pencil correctly and write characters neatly.
In that case, writing on a whiteboard is sufficient.
On a whiteboard, they can write without needing to apply pressure, regardless of their grip strength.
An added benefit is that it can be erased immediately.
Some children can strongly internalize kanji by practicing on a whiteboard and erasing them in the correct stroke order, so if you think this sounds like your child's situation, please give it a try.
🟨 Reciting to remember: The 'Oral Recitation Method'
This is a support method that can be effective for children who are auditory learners and excel at remembering things they hear.
Since some children cannot be fully supported just by reciting the stroke count while 'finger writing,' they need auditory information that allows them to visualize the shape of the kanji more concretely.
For example,the way to chant when learning the kanji '題' (dai) is 'hi, ichi, tate, yoko, hito o kaki, migi ni ookiku ichi no me hachi'.
The key is to chant with a good rhythm while incorporating parts of kanji that the child already knows.
Since it is necessary to link the chant to the specific part of the kanji, it is effective to learn while looking at the illustrations in the book.
Specialized books such as the 'Shimomura Method: Kanji Books to Learn by Chanting for Grade X' (published by Kaisei-sha) are available, so I recommend checking those out.
🟨 Kanji Puzzles / Kanji Art
Kanji puzzles are a support method where a single kanji is divided into four parts and then reassembled.
Instead of learning every new kanji from scratch, by using parts they are already familiar with to assemble them, children can understand through the activity that these parts form new kanji.
As you continue to provide this support, they will develop that habit of thinking, andthey will start to break down and learn kanji on their own.
Kanji art is a support method where you create new kanji using string, such as yarn.
Since you are using yarn to make kanji, it's like a craft project, isn't it?
In other words, you can learn using your body and physical sensations.
Also,children who struggle to recognize the overlapping of lines can experience how lines overlap by creating kanji by layering string.
A parent's supportive attitude is more important than anything else
It is important to 'become good at learning kanji'.
It is certainly better to be able to learn than not to be able to.
However, even if a parent forces a child to study while scolding them, and even if their academic performance improves, it places a significant negative burden on their heart.
Therefore, I will write specifically about what kind of attitude you should have when supporting your child.
🟨 Confirm the individual's willingness
First of all,the individual's feelings are more important than anything else.
If they struggle with kanji, please confirm their current situation by saying, "You're getting about this score right now, aren't you?"
Then,
"However, I can really tell how hard you are working, and I think you are putting in a lot of effort. Perhaps the way you've been practicing kanji just hasn't been the right fit for you, so why don't we try a method that makes it easier to improve your score? I've heard it can sometimes raise scores by about 30 to 40 points."
Please make this suggestionwhile being sensitive to their feelings.
If the individual is motivated, they will definitely say, "I'll do it."
Even after they decide to do it,
"I want to value the fact that you said you would do this, so I will support you. However, this is not a method that is 100% guaranteed to work, so please don't be disappointed if it doesn't go well. If that happens, we can just look for another method that suits you better. No matter what the result is, my feelings for you will never change."
It is important toconvey that things might not go well and to separate academic results from the individual's character.
If you have ingrained the idea that "being good at schoolwork equals being a good child," there is a risk that you will damage the individual's self-esteem if they do not achieve results.If you do that.
Conversely, if you get the answer "I won't do it," respect that feeling as well. I believe there is some reason they cannot honestly say "I'll do it."
In that case,
"I understand. If that's what you say, there must be a reason for it. If you ever feel like doing it or if you have any trouble, please let me know. I'm on your side."
Please tell them this.
I believe they will reach out to you when whatever is hindering them is gone or when they have gathered the energy to feel like they "want to do it."
🟨 Praise small progress
For a child, nothing is more energizing than a parent's encouragement and praise.
That is why you should find, praise, and acknowledge even the smallest progress.
"You went up 10 points! That's because you worked hard yourself."
"Even if it's still 50 points like yesterday, it means you've definitely memorized 5 more questions! From here, just by memorizing 2 more, you'll get 70 points. I think that's amazing progress."
It is important to offer warm words of encouragement like these.
Instead of interacting with the child in a top-down, hierarchical manner,interact with them by standing by their side and facing the same direction.
Having a trusted adult by their side will make them feel like they have gained a powerful supporter.
And when things go well, please celebrate with them.
🟨 Focus on the process, not the result
Even if the target result is achieved, I do not recommend praising them by focusing on the score, such as saying, "You got 100 points! Amazing!"
Doing so conveys the underlying message that "you will not be accepted unless you get 100 points."
Even when a good result is achieved,
"You got 100 points! The score is great, but I was happiest to see you work hard on your own toward the goal you set for yourself. If you have any trouble, come talk to me again. Mom (Dad) will think about it with you."
It is important to praise the process of their effort in this way.
By doing this, you can deepen your relationship of trust without their personality being rejected.
And I believe you can build a relationship where they will come to you for advice even when things don't go well despite their efforts.
Summary
Here is a summary of effective teaching methods for kanji tests.
▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢
◆ "Finger writing" + "Frequency of review"
◆ "Write lightly with a red pencil" + "Write characters large"
"Recite to memorize" + "Kanji puzzles / Kanji art"
▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢▢
The "finger writing" + "frequency of review" set.This has an 80% to 90% success rate.
For the remaining 10% to 20%, it is important to try methods such as "writing lightly with a red pencil," "writing characters larger," "reciting to memorize," or "kanji puzzles/kanji art" to find a learning method that suits the individual.
And if you have a desire for them to become good at kanji and gain confidence, please support them, encourage them, and share in their joy.
Focus on the process and help them build confidence by realizing, "I am a person who can make an effort and solve problems on my own."
Furthermore,the true value of the kanji instruction method centered on "finger writing" + "frequency of review" is that it becomes ingrained in the body through long-term practice.
Once they fully learn how to master kanji, they will start using it on their own.
Once that happens, it is an independent skill that does not require adults, and it has undoubtedly become their own strength.
Because the same method is imprinted over and over again, the neural circuits in the brain become thicker and stronger, making it easier to remember kanji without conscious effort.
When I was a teacher,after continuing for about 5 to 6 months, children who were maintaining 70-80 points would suddenly start getting 100 points repeatedly, or their speed of memorization would increase.
Therefore, I hope you, the readers, will not give up and will work together to explore methods.
The realization that one can memorize kanji becomes a great source of confidence.
I hope you will help them experience the feeling of "being able to believe in their own potential" as much as possible.
Please share with me what you have practiced that went well, as well as any difficulties you are facing.
Even if you practice what is written in this article and temporarily memorize kanji, you may forget them again soon.
That cannot be helped.
"There is a way for me to memorize it too."
I believe it is necessary to provide them with this experience while simultaneously exploring ways to "utilize tools" so that the burden on the individual does not become too great.
I hope to write articles about such methods and other language arts instruction methods for LD on another occasion.
Also, this kanji instruction for LD is strictly for children at the LD level.
For children with intellectual levels below the borderline, the effects may not be as apparent.
I hope you can understand that point.
If you found the content of this article even a little bit helpful or useful, I would be happy if you could 'like' or 'follow'!
I would also appreciate it if you could leave a 'comment'! I want this to be a library where those who read the comments can deepen their knowledge about education.
Thank you so much for always reading until the very end!
Tomorrow's article is
Do you know the truth behind 'Are teachers on bad terms with each other?'?
is the topic.
The news only seems to report things that make you doubt the relationships between teachers, such as 'bullying among faculty.' However, I will share what the reality is actually like.
Please look forward to it 🎵
May today and tomorrow be wonderful days for all of you 😊
On December 1, 2023, I started a jointly operated magazine.
It hasn't been long since we started, but many people have already joined!
Due to the magazine's specifications, membership is limited to 100 people.
Why don't we join hands and grow together?
If you would like to participate, please feel free to leave a comment on the article above 🎵
📘 This week's LIBRARY lineup 📗
(2023.12.11–12.17)
[Monday]
Which is worse: being 1 minute late or 1 hour late?
[Tuesday]
The lie of the 'Team School' / Essential conditions for leading groups and organizations
[Wednesday]
[note growth] What you need to ride the wave (partially paid)
[Thursday]
LD Kanji Instruction Manual / Teaching Methods That Work for Every Child
[Friday]
Do you know the truth behind 'Teachers don't get along with each other'?
[Saturday]
Let's stop using the negative term 'school refusal'! The option of homeschooling
[Sunday]
Is 'teaching' outdated? From teaching to coaching