| Project/Area Number |
24653181
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational psychology
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
KUROIWA MASARU 兵庫教育大学, 学校教育研究科(研究院), 教授 (80153394)
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| Co-Investigator(Kenkyū-buntansha) |
CHUJO Kazumitsu 広島大学, 大学院教育学研究科, 教授 (90197632)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 教育系心理学 / メタ認知的知識 / 文章理解 / 読解方略 / 指導プログラム / 文章読解 / 読解指導 / 指導プログラム開発 / 教授法 |
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| Outline of Final Research Achievements |
The purposes of this study were to investigate the children's reading comprehension strategies for the text reading, and to examine the beliefs about reading instructions of teachers, to consider the correspondence between the meta-cognitive knowledge about reading instructions. Based on these, it was also an aim to develop an instruction program on the basis of structural change of the meta-cognitive knowledge of reading comprehension. In order to investigate the cognition of the use and importance of the strategies, elementary school 4, 5, 6 grade was performed reading strategies questionnaire. To the teachers with different teaching experience, interviews about reading strategy instructions performed by them and their own thoughts and judgments, such as they are doing in the classroom has been carried out.
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