2017 Fiscal Year Final Research Report
Analysis of the relationship between phonological awareness skills and reading performance based on stimulus equivalence
| Project/Area Number |
15K17423
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Special needs education
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| Research Institution | Okayama University |
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Principal Investigator |
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| Research Collaborator |
Motegi Masatomo 東北福祉大学, 教育学部教育学科, 講師
Takahashi Ayaka 兵庫教育大学, 大学院連合学校教育学研究科, 特別研究員(DC2)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Keywords | 刺激等価性 / 読み / 音韻意識 / ひらがな / 幼児 / 知的障害児 / 学習アプリケーションソフト |
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| Outline of Final Research Achievements |
The present study investigated the relationship between abilities of phonological awareness and that of early reading Hiragana characters (i.e. Sei-on). The 239 early childhoods who were from three-year to six-year old participated in this study. Reading abilities were measured by the four tasks; reading single Hiragana characters, reading Hiragana words, anagram spelling, and Hiragana word-picture matching. Phonological awareness abilities were measured by the three tasks; morae segmentation of words, morae isolation of words, and word reversal. The data were analyzed using categorical regression analysis and structural equation modeling. The results indicated that segmentation performances strongly affect reading single Hiragana characters, the performances of reading single Hiragana characters affect that of reading Hiragana words and anagram spelling strongly, and which affect performances of Hiragana word-picture matching in 3.7 years to 5.5 years old kids.
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| Free Research Field |
特別支援教育
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