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瀺åããŠããŸã
- Title:
- ãã£ã¹ã¬ã¯ã·ã¢ãšã¯ïŒ â ã±ãªã»ãµã³ããã³=ããŒãªãŒ
- Speaker:
- Kelli Sandman-Hurley
- Description:
-
ãã£ã¹ã¬ã¯ã·ã¢ïŒèªåé害ïŒã¯ïŒäººã«ïŒäººã«èŠããããšãèšãããŸããããã®ããããæ¹ã¯äººã«ãã£ãŠç°ãªããŸãããã£ã¹ã¬ã¯ã·ã¢ã«ããèšèªåŠçã®å°é£ã®åºŠåãã¯äžé£ã®ã¹ãã¯ãã©ã äžã«ååžããŠããããæ£åžžãããæ¬ é¥ããšããåé¡ã«ããŠã¯ãŸããªãå Žåãå€ã ãããŸããã±ãªã»ãµã³ããã³=ããŒãªãŒãããã£ã¹ã¬ã¯ã·ã¢ãæã€è³ã®æ©èœã«ã€ããŠæ¹ããŠèãçŽãããè¿«ããããã®è³ã®ç¥çµå€æ§æ§ãéèŠèŠãã¹ãã§ãããšèšŽããŸãã
è¬åž«ïŒã±ãªã»ãµã³ããã³=ããŒãªãŒ
ã¢ãã¡ãŒã·ã§ã³ïŒããŒã¯ã»ã¯ãªã¹ããã©ãªãã£ã¹ïŒã¬ãã¹ã³ã®å šç·šã¯ãã¡ãïŒhttp://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley
- Video Language:
- English
- Team:
- closed TED
- Project:
- TED-Ed
- Duration:
- 04:35
TED Translators admin edited Japanese subtitles for What is dyslexia? | ||
Akiko Hicks approved Japanese subtitles for What is dyslexia? | ||
Akiko Hicks edited Japanese subtitles for What is dyslexia? | ||
Akiko Hicks edited Japanese subtitles for What is dyslexia? | ||
Moe Shoji commented on Japanese subtitles for What is dyslexia? | ||
Ayumi Narita commented on Japanese subtitles for What is dyslexia? | ||
Moe Shoji accepted Japanese subtitles for What is dyslexia? | ||
Moe Shoji edited Japanese subtitles for What is dyslexia? |
Mami Kawade
28.542ïŒåèªããã®ããã«è§£èªããªããã°ãªããŸããããã®ä»âåå¹ã®ã«ãŒã«ãããããããããã§ãããå¥èªç¹ã¯äœ¿ããªãã®ãäžè¬çãªããã§ããåãããŠããã ããŠãããã§ããããïŒ
38.323-43.700ïŒãã£ã¹ã¬ã¯ã·ã¢ã®äººã¯ãæåãåèªã®ååŸãå ¥ãæ¿ãã£ãŠèŠãããšæãããã¡ã§ãã
â3ã€ã®åå¹ã«ãŸããã£ãŠããŸãããæåŸã®1ã€ã®ã¿æåŸããæãããã¡ã§ãããæåã®2ã€ã¯ãããèšãããŸãããšãªã£ãŠããŸããè±èªã«è¿ãã®ã¯ãæãããã¡ã§ããã®æ¹ããšæããŸãã®ã§ããã¡ããåã£ãæ¹ãããããšæããŸãããŸããããã£ã¹ã¬ã¯ã·ã¢ã®äººã¯ãæåãåèªã®ååŸãå ¥ãæ¿ãã£ãŠèŠ/ãããšæãããã¡ã§ããããšãåèªã®éäžã§åå¹ãæ¹è¡ãããŠããã®ã§ãããã£ã¹ã¬ã¯ã·ã¢ã®äººã¯ãæåãåèªã®ååŸã/å ¥ãæ¿ãã£ãŠèŠãããšæãããã¡ã§ããããšæ¹è¡ã®äœçœ®ãå€æŽããŠã¯ãããã§ããããã
49.989-55.636ïŒå®ã¯ããã£ã¹ã¬ã¯ã·ã¢ã®äººãæ®éã®äººããèŠãæ¹ã¯åãã§ãã
âãæ®éã®äººãâãããã§ãªã人ãã§ãããã§ããããã
1:05.037-1:11.158:äŸãã°âŠcatããšããé³ããc ã®é³ãåã£ãããã©ããªèšèã«ãªããŸããïŒ
â3ã€ã®åå¹ã«ãŸããã£ãŠããŸããããããã埮åŠã«éããŸããä»ã®2ã€ã¯ããªããŸããïŒãšããšåŸã«ç¶ãæããããããªçµããæ¹ã«ãªã£ãŠããã®ã§1ã€ç®ãæ¡çšããæ¹ãããããšæããŸãããŸããã®éããã¯ãèšèã®éäžã§æ¹è¡ãããŠããã®ã§ããäŸãã°âŠcatããšããé³ããc ã®é³ãåã£ããã/ã©ããªèšèã«ãªããŸããïŒããšæ¹è¡ã®äœçœ®ãå€æŽããŠã¯ã©ãã§ãããã
1:19.578-1:21.900:students with dyslexia need to break the word/into parts to read it
âåŸã®éšåãšåãããŠèãããšãã£ã¹ã¬ã¯ã·ã¢ã®äººã®åŠæ ¡ç掻ã«èšåããŠãããããã®ã§ãããã¯ã¯ã£ãããçåŸããšããåèªã䜿ã£ãŠã¯ãããã§ãããããããã£ã¹ã¬ã¯ã·ã¢ã®çåŸã¯/å解ããªããšèªããŸããâŠã
1ïŒ26.058-1ïŒ30.075ïŒTime spent decoding makes it hard/to keep up with peers/and gain sufficient comprehension.âããã¯å¥œã¿ã®åé¡ã ãšæããŸãããçŽèš³èª¿ã§èš³ããªãã解èªã«æéãããããããŠ.../ä»ã®çåŸã«é ããåã/ç解ãååã§ã¯ãããŸããããããªæãã§ããããã
1:41.124-1:44.167:ãã£ã¹ã¬ã¯ã·ã¢ã®åºæ¹ã¯ã人ã«ãã£ãŠããŸããŸã§ãã
These difficulties are more widespread and varied than commonly imagined.ãšããåæã®æå³ãäžéšæããŠããããã§ãããäžè¬ã®ã€ã¡ãŒãžãã å€ãã®äººã«/æ§ã ãªçç¶ãåºãŠããŸããã§ãããã§ãããïŒ
1ïŒ49.038-1ïŒ52.813ïŒã¹ãã¯ãã©ã ãªã®ã§.../匱ããã£ã¹ã¬ã¯ã·ã¢ã®äººãâŠ/匷ããã£ã¹ã¬ã¯ã·ã¢ã®äººãããŸãã
ç§ã調ã¹ããšããã«ããã°ãã¹ãã¯ãã©ã ãšã¯èªéçããã£ã¹ã¬ã¯ã·ã¢çã®äŒŒéã£ãçç¶ãã軜床/é床ã®å·®ããã¯ããå šäœãšããŠé£ç¶äœãšããŠãšãããéã®é£ç¶äœã®ããšã ããã§ããå°é家ã§ã¯ãªãã®ã§åãããªããšã¯èšããŸãããâŠãããããšããã¹ãã¯ãã©ã ãªã®ã§ãã匱ããã£ã¹ã¬ã¯ã·ã¢ã®äººããã匷ããã£ã¹ã¬ã¯ã·ã¢ã®äººãããããšããèš³ã«ã¯éåæããããŸããåèªã®çŽèš³ã§ã¯It occurs on a continuumâé£ç¶äœ(ã¹ãã¯ãã©ã )ã®äžã§(ãã£ã¹ã¬ã¯ã·ã¢ã¯)çºçãããã§ãããããã®éšåã¯ã€ãŸããããã£ã¹ã¬ã¯ã·ã¢ã¯(çç¶ããããããªã®ã§)é£ç¶äœãšããŠãšãããããŠããŸããããšããããšãèšãããã®ã§ã¯ãªããïŒãšæããŸããããèãããšã·ã³ãã«ã«ãçç¶ã¯æ§ã ã§ããšããããããã¯ã¹ãã¯ãã©ã ãšããèšèã«ãã ãããªããã¹ãã¯ãã©ã ãšããŠæãããããšããããã ãããã§ã¯continuumãšããåèªã䜿ã£ãŠããŸãããæåŸã®æ¹ã§ãã®ãã®ãã°ãã®spectrumãšããåèªãåºãŠããŸãã®ã§ããã®ç¹ã«é æ ®ãããªããé£ç¶äœããªã©ãã¹ãã¯ãã©ã 以å€ã®èšãæ¹ãããæ¹ãããã®ãããããŸããã
ãŸããã匱ã/匷ããã®ãšããã§ãããã軜床/é床ã®ãã®æ¹ããããããããšæããŸãã
2ïŒ02.512-2ïŒ07.726ïŒçãåèªã§ã解èªã«èŠåŽãã人ãããããšã¯ããããããŸãã
âäžè¡ã«ããããã«ã¯å°ãé·ããããããããªãããšæããŸãããçãåèªã§ã解èªã«èŠåŽãã人ã/ããããšã¯ããããããŸããããããã§æ¹è¡ããŠã¯ãããã§ãããã
2:09.634:ãã£ã¹ã¬ã¯ã·ã¢ã®åºæ¹ã«ã¯åŒ·åŒ±ããããŸããã€ãŸãâŠ
âdistributionã¯ããã§ã¯ãååžãã®æå³ã ãšæããŸãããã®åã®éšåã§èª¬æãããŠããéãããæåãæžãã®ãèŠæããèªãã®ãèŠæããšããããã«ããã£ã¹ã¬ã¯ã·ã¢ãçŸããéšåãéããšããæå³ã§ã¯ãªãã§ãããããä»ã®ãŸãŸã ãšãã®æå³ã¯åºãŠããªãã®ã§ãã匷匱ãã®åŸã«ããšå¹ ããšè£ã£ãŠã¯ãããã§ãããã
Mami Kawade
2:37.418ïŒãã£ã¹ã¬ã¯ã·ã¢ã¯è³ç¥çµã®éãããçããŸãã
2ïŒ40.836ïŒãã£ã¹ã¬ã¯ã·ã¢ã®æå人âŠ
People with neurobiological variations like dyslexia,including such creative and inventive individuals
âlike dyslexiaãšãããŸãã®ã§ãå¿ ããããã£ã¹ã¬ã¯ã·ã¢ã®ã¿ãæããŠããã®ã§ã¯ãªãã®ããšæããŸãããŸããä»ã®ãŸãŸã ãšcreative and inventive individualsã®éšåããæå人ããšèš³ãããŠããŸãããããã¯creative and inventiveãçŽèš³ããŠ(äºã€ãšã䌌ããããªæå³ã®åèªã§ãã®ã§ããŸãšããŠïŒãåµé çããšããèšèãå ¥ããã»ããããããšæããŸãã
ããã£ã¹ã¬ã¯ã·ã¢ç è³ç¥çµã®éããæ±ãã
ãåµé çæèœãæã€äººãããŸãã
ã§ãããã§ããããïŒ
2ïŒ48.479ïŒã®ããã«ãèŒã人çãéãåãããã®ã§ããããäžèšã®ç§ã®æ¡ãæ¡çšãªããæ¥æ¬èªã®ã€ãªãããšããŠããããã®ã§ããã®ããã«ãâã圌ãã®ããã«ããšããã¹ãããšæããŸãã
2ïŒ53.658ïŒãã£ã¹ã¬ã¯ã·ã¢ã®è³ã®ä»çµã¿ãšã¯âŠ
So,here's the special way/the brains of those with dyslexia work.
âspecialã®èš³ãæããŠããŸãã®ã§ãããã£ã¹ã¬ã¯ã·ã¢ã®è³ã®ä»çµã¿ã¯ç¹æ®ã§ããã§ãããã§ããããã
3:58.837-4:01.171:æ¬åœã®ãšãããè³ã®åãæ¹ã¯ãäžäººã²ãšãéãã®ã§ãã
âãã®naturallyã¯ããåœç¶ãªãããããªããšæããŸãããããã§ãããã
4ïŒ03.395-4ïŒ06.135ïŒãç¥çµå€æ§æ§ãã§ã¯ãè³æ©èœã¯ã¹ãã¯ãã©ã ã ãšèããŸãã
âemphasizesã®æå³ãåºãŠããªããšæããŸãããç¥çµå€æ§æ§ãã§ã¯ãã¹ãã¯ãã©ã ãšããŠã®è³æ©èœãéèŠããŸããã§ãããã§ãããã
4ïŒ13.254ïŒä»äººã®ãè³ããäžçãã©ããšãããŠãããã«ãâŠ
we should try not only to see the world through their eyes/but understand it through their brains.
âåèªã®ååéšåã®èš³ãå ¥ããŠããä»äººã®ç®ã ãã§ãªãè³ãéããŠ/ç解ããããåªããªããã°ãªããŸãããã§ãããã§ãããã
Ayumi Narita
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ã ãããåãæå³ã«ãªããããªããåæ°ã¯çããã挢åã¯ã§ããã ãå°ãªãã§ãããšããããªãšæã£ãŠããŸãã
Mami Kawade
28.542ïŒåèªããã®ããã«è§£èªããªããã°ãªããŸããããã®ä»âåå¹ã®ã«ãŒã«ãããããããããã§ãããå¥èªç¹ã¯äœ¿ããªãã®ãäžè¬çãªããã§ããåãããŠããã ããŠãããã§ããããïŒ
38.323-43.700ïŒãã£ã¹ã¬ã¯ã·ã¢ã®äººã¯ãæåãåèªã®ååŸãå ¥ãæ¿ãã£ãŠèŠãããšæãããã¡ã§ãã
â3ã€ã®åå¹ã«ãŸããã£ãŠããŸãããæåŸã®1ã€ã®ã¿æåŸããæãããã¡ã§ãããæåã®2ã€ã¯ãããèšãããŸãããšãªã£ãŠããŸããè±èªã«è¿ãã®ã¯ãæãããã¡ã§ããã®æ¹ããšæããŸãã®ã§ããã¡ããåã£ãæ¹ãããããšæããŸãããŸããããã£ã¹ã¬ã¯ã·ã¢ã®äººã¯ãæåãåèªã®ååŸãå ¥ãæ¿ãã£ãŠèŠ/ãããšæãããã¡ã§ããããšãåèªã®éäžã§åå¹ãæ¹è¡ãããŠããã®ã§ãããã£ã¹ã¬ã¯ã·ã¢ã®äººã¯ãæåãåèªã®ååŸã/å ¥ãæ¿ãã£ãŠèŠãããšæãããã¡ã§ããããšæ¹è¡ã®äœçœ®ãå€æŽããŠã¯ãããã§ããããã
49.989-55.636ïŒå®ã¯ããã£ã¹ã¬ã¯ã·ã¢ã®äººãæ®éã®äººããèŠãæ¹ã¯åãã§ãã
âãæ®éã®äººãâãããã§ãªã人ãã§ãããã§ããããã
1:05.037-1:11.158:äŸãã°âŠcatããšããé³ããc ã®é³ãåã£ãããã©ããªèšèã«ãªããŸããïŒ
â3ã€ã®åå¹ã«ãŸããã£ãŠããŸããããããã埮åŠã«éããŸããä»ã®2ã€ã¯ããªããŸããïŒãšããšåŸã«ç¶ãæããããããªçµããæ¹ã«ãªã£ãŠããã®ã§1ã€ç®ãæ¡çšããæ¹ãããããšæããŸãããŸããã®éããã¯ãèšèã®éäžã§æ¹è¡ãããŠããã®ã§ããäŸãã°âŠcatããšããé³ããc ã®é³ãåã£ããã/ã©ããªèšèã«ãªããŸããïŒããšæ¹è¡ã®äœçœ®ãå€æŽããŠã¯ã©ãã§ãããã
1:19.578-1:21.900:students with dyslexia need to break the word/into parts to read it
âåŸã®éšåãšåãããŠèãããšãã£ã¹ã¬ã¯ã·ã¢ã®äººã®åŠæ ¡ç掻ã«èšåããŠãããããã®ã§ãããã¯ã¯ã£ãããçåŸããšããåèªã䜿ã£ãŠã¯ãããã§ãããããããã£ã¹ã¬ã¯ã·ã¢ã®çåŸã¯/å解ããªããšèªããŸããâŠã
1ïŒ26.058-1ïŒ30.075ïŒTime spent decoding makes it hard/to keep up with peers/and gain sufficient comprehension.âããã¯å¥œã¿ã®åé¡ã ãšæããŸãããçŽèš³èª¿ã§èš³ããªãã解èªã«æéãããããããŠ.../ä»ã®çåŸã«é ããåã/ç解ãååã§ã¯ãããŸããããããªæãã§ããããã
1:41.124-1:44.167:ãã£ã¹ã¬ã¯ã·ã¢ã®åºæ¹ã¯ã人ã«ãã£ãŠããŸããŸã§ãã
These difficulties are more widespread and varied than commonly imagined.ãšããåæã®æå³ãäžéšæããŠããããã§ãããäžè¬ã®ã€ã¡ãŒãžãã å€ãã®äººã«/æ§ã ãªçç¶ãåºãŠããŸããã§ãããã§ãããïŒ
1ïŒ49.038-1ïŒ52.813ïŒã¹ãã¯ãã©ã ãªã®ã§.../匱ããã£ã¹ã¬ã¯ã·ã¢ã®äººãâŠ/匷ããã£ã¹ã¬ã¯ã·ã¢ã®äººãããŸãã
ç§ã調ã¹ããšããã«ããã°ãã¹ãã¯ãã©ã ãšã¯èªéçããã£ã¹ã¬ã¯ã·ã¢çã®äŒŒéã£ãçç¶ãã軜床/é床ã®å·®ããã¯ããå šäœãšããŠé£ç¶äœãšããŠãšãããéã®é£ç¶äœã®ããšã ããã§ããå°é家ã§ã¯ãªãã®ã§åãããªããšã¯èšããŸãããâŠãããããšããã¹ãã¯ãã©ã ãªã®ã§ãã匱ããã£ã¹ã¬ã¯ã·ã¢ã®äººããã匷ããã£ã¹ã¬ã¯ã·ã¢ã®äººãããããšããèš³ã«ã¯éåæããããŸããåèªã®çŽèš³ã§ã¯It occurs on a continuumâé£ç¶äœ(ã¹ãã¯ãã©ã )ã®äžã§(ãã£ã¹ã¬ã¯ã·ã¢ã¯)çºçãããã§ãããããã®éšåã¯ã€ãŸããããã£ã¹ã¬ã¯ã·ã¢ã¯(çç¶ããããããªã®ã§)é£ç¶äœãšããŠãšãããããŠããŸããããšããããšãèšãããã®ã§ã¯ãªããïŒãšæããŸããããèãããšã·ã³ãã«ã«ãçç¶ã¯æ§ã ã§ããšããããããã¯ã¹ãã¯ãã©ã ãšããèšèã«ãã ãããªããã¹ãã¯ãã©ã ãšããŠæãããããšããããã ãããã§ã¯continuumãšããåèªã䜿ã£ãŠããŸãããæåŸã®æ¹ã§ãã®ãã®ãã°ãã®spectrumãšããåèªãåºãŠããŸãã®ã§ããã®ç¹ã«é æ ®ãããªããé£ç¶äœããªã©ãã¹ãã¯ãã©ã 以å€ã®èšãæ¹ãããæ¹ãããã®ãããããŸããã
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2:09.634:ãã£ã¹ã¬ã¯ã·ã¢ã®åºæ¹ã«ã¯åŒ·åŒ±ããããŸããã€ãŸãâŠ
âdistributionã¯ããã§ã¯ãååžãã®æå³ã ãšæããŸãããã®åã®éšåã§èª¬æãããŠããéãããæåãæžãã®ãèŠæããèªãã®ãèŠæããšããããã«ããã£ã¹ã¬ã¯ã·ã¢ãçŸããéšåãéããšããæå³ã§ã¯ãªãã§ãããããä»ã®ãŸãŸã ãšãã®æå³ã¯åºãŠããªãã®ã§ãã匷匱ãã®åŸã«ããšå¹ ããšè£ã£ãŠã¯ãããã§ãããã
2:37.418ïŒãã£ã¹ã¬ã¯ã·ã¢ã¯è³ç¥çµã®éãããçããŸãã
2ïŒ40.836ïŒãã£ã¹ã¬ã¯ã·ã¢ã®æå人âŠ
People with neurobiological variations like dyslexia,including such creative and inventive individuals
âlike dyslexiaãšãããŸãã®ã§ãå¿ ããããã£ã¹ã¬ã¯ã·ã¢ã®ã¿ãæããŠããã®ã§ã¯ãªãã®ããšæããŸãããŸããä»ã®ãŸãŸã ãšcreative and inventive individualsã®éšåããæå人ããšèš³ãããŠããŸãããããã¯creative and inventiveãçŽèš³ããŠ(äºã€ãšã䌌ããããªæå³ã®åèªã§ãã®ã§ããŸãšããŠïŒãåµé çããšããèšèãå ¥ããã»ããããããšæããŸãã
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2ïŒ48.479ïŒã®ããã«ãèŒã人çãéãåãããã®ã§ããããäžèšã®ç§ã®æ¡ãæ¡çšãªããæ¥æ¬èªã®ã€ãªãããšããŠããããã®ã§ããã®ããã«ãâã圌ãã®ããã«ããšããã¹ãããšæããŸãã
2ïŒ53.658ïŒãã£ã¹ã¬ã¯ã·ã¢ã®è³ã®ä»çµã¿ãšã¯âŠ
So,here's the special way/the brains of those with dyslexia work.
âspecialã®èš³ãæããŠããŸãã®ã§ãããã£ã¹ã¬ã¯ã·ã¢ã®è³ã®ä»çµã¿ã¯ç¹æ®ã§ããã§ãããã§ããããã
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4ïŒ13.254ïŒä»äººã®ãè³ããäžçãã©ããšãããŠãããã«ãâŠ
we should try not only to see the world through their eyes/but understand it through their brains.
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Akiko Hicks
åºåæ§ãMami Kawdeãããã¬ãã¥ãŒãæ åœãããŠããããã§ãããªããã¿ã¹ã¯ã¬èª°ã§ããšãããªã¹ãã«æ»ã£ãŠããŸã£ãŠããããã§ããè¿·æããããããŸãããã¯ã¬ãžããã¯æç°ãããKawadeããã«ãªããŸãããåºåããã®æ¡ãçµã¿å ¥ããŠæ¿èªããããšæããŸãã
Moe Shoji
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Ayumi Narita
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