Proceedings of the Annual Meeting of the Cognitive Science Society

The skills of reading, writing, and calculating manually are fundamental parts of subject learning. However, information-communication technology is expected to serve as an alternative to these basic academic skills. We conducted a study of158 Japanese elementary students (2nd to 6th grade) comparing students basic academic skills to their corrected academicskills, as measured with accommodations. Students were asked to perform independent reading and reading with a lis-tening comprehension task (Experiment 1), a manual Kanji-writing word task (Japanese characters) and a multiple-choicetask to measure Kanji knowledge (Experiment 2), and a manual calculation task and one using a calculator (Experiment3). Comparing the scores on the tasks performed by themselves and with accommodation, we found that 5 to 13% of thestudents were supported in their basic academic skills by the accommodation. The cognitive processes involved in learningthe basic academic skills and the corrected one are discussed.