A Fundamental Study on the Role of Group Discussions in Teaching of Reading
| Project/Area Number |
16530593
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
YAMAMOTO Takaharu Hiroshima University, Graduate School of Education, Associate Professor, 大学院・教育学研究科, 助教授 (90210533)
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| Project Period (FY) |
2004 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2004: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | group discussions / literature circles / peer talk / reading lessons / strategy lessons / literacy education / Japanese language instruction / linguistic competence / ディスカッション / グループ / 読み / リテラシー育成 / 文学 / 読むことの学習 / 学習開発 / 文学の授業 / 読者反応 / 読むこと / 対話 / トランスクリプト |
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| Research Abstract |
1.By bringing group discussions in reading lessons, each learner's thought could be out in the open. And every learner could be conscious of any properties of hers/his own reading.
2.By bringing group discussions in reading lessons, every classrooms could be a field for fostering literacy. Students would develop not only reading literacy but also writing literacy and listening-speaking literacy. To develop students' literacy, we should have any activities including reading with discussions such as literature circles or peer talks.
3.It is effective that teachers plan any mini lessons such as "strategy lessons" by Jeni Day et al.(2002) in reading lessons. "Strategy lessons" are designed to make students be communicative for implementing group discussions smoothly. In this sense, I suggest that any discussion-driven reading lessons could have possibilities for fostering every students' linguistic competence.
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Report
(3 results)
Research Products
(11 results)
