The basic studies for developing reading instruction methods usable for non-native children
| Project/Area Number |
23531294
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Tottori University |
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Principal Investigator |
SEKI Ayumi 鳥取大学, 地域学部, 准教授 (10304221)
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| Co-Investigator(Kenkyū-buntansha) |
TANAKA Daisuke 鳥取大学, 地域学部, 准教授 (20547947)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥5,070,000 (Direct Cost: ¥3,900,000、Indirect Cost: ¥1,170,000)
Fiscal Year 2013: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2012: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2011: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 日本語教育 / 特別支援教育 / 読字能力 / 学習障害 / 漢字 / 機能的MRI / 読字障害 |
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| Research Abstract |
We developed a kanji reading task, which modified by familiarity/frequency and consistency. Using this task, we evaluated the kanji-reading skills and cognitive skills which contribute to kanji-reading skills in different background groups; Japanese adults, Japanese children, adult non-native Japanese-learners, children of non-native residents, and Japanese dyslexic children. The effects of familiarity/frequency and consistency differed between groups. Vocabulary knowledge and ability of implicit learning contributed to kanji-reading skills. A functional MRI study showed familiarity/frequency differently modified brain activations during reading kanji.
These results showed that better individual instructions for kanji-reading will be delivered to both Japanese dyslexic children and non-native children by assessing vocabulary knowledge and ability of learning grapheme-phoneme correspondences.
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Report
(4 results)
Research Products
(10 results)
