Cohort Study: relationship between learning achievement and developmental disorders and development of effective learning support system

The current study investigated: 1. relationship between basic learning skills and elementary cognitive functions with multivariate analysis, 2. development and verification of reading comprehension model with covariance structure analysis in which dependent variables were academic achievement and reading comprehension skill, 3. effectiveness of intervention in all children with low academic achievement screened by direct testing. 4100 elementary-school children served as subjects in total of the three studies. As results of those studies, oral reading speed was the most significant independent variable in lower grades and writing accuracy was the most significant independent variable in upper grades with academic achievement (NRT; Japanese and mathematics) as a dependent variable.The covariance structure analysis revealed that "interactive model" was suitable to explain learning achievement with good fit and validity, rather than a liner model.