2005 Fiscal Year Final Research Report Summary
RESEARCH ON THE RELATIONSHIPS AMONG PHONOLOGICAL AWARENESS, SPELLING, AND READING ACQUISITION IN ELEMENTARY AND JUNIOR HIGH SCHOOL STUDENTS
| Project/Area Number |
16520348
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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 |
Foreign language education
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| Research Institution | BUKYO GAKUIN UNIVERSITY |
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Principal Investigator |
ALLEN-TAMAI Mitsue BUKYO GAKUIN UNIVERSITY, FOREIGN LANGUAGE STUDIES, PROFESSOR, 外国語学部, 教授 (50188413)
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| Project Period (FY) |
2004 – 2005
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| Keywords | English phonological awareness / English reading development / English word recognition / Mora awareness / Phoneme awareness / Learning motivation / motivation and English proficiency / Foreign language teaching |
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| Research Abstract |
There were two major research aims to examine the relationship between phonological awareness and reading ;
1.Development of Phonological Awareness in a foreign language among young Japanese learners of English.
In this research, the results from the two studies examining the development of phonological awareness in foreign language learning were reported. Young children, ages five to seven (N=222), in the first study showed their superiority on onset-rime distinction to phoneme distinction and there was a significant difference between their onset-rime knowledge and phoneme knowledge. The second study, with older children aged from seven to twelve (N=1621), also showed the same finding that children develop their phonological awareness from a larger unit to a smaller unit. The second study also showed that Japanese children apply their Japanese sound knowledge-mora knowledge-to understand English sounds and to develop their phoneme knowledge.
2.Phonological awareness and reading developm
… More
ent among young Japanese learners of English
In this research, the results from the two studies examining the effect of phonological awareness on spelling and reading acquisition in foreign language learning were reported. Young children, ages eight to twelve, in the first study (N=1382) showed that phonological awareness, including both mora and phoneme awareness, predicted the word recognition, along with age, gender, and English instruction outside school. The second study, with older children of ages twelve and thirteen (N=225), examined the effect of phonological awareness not only on word recognition but on reading ability. Structural equation modeling was used to analyze the influence of those variables on word recognition. The model suggests that Japanese young learners of English develop their phonological awareness in English from their Japanese mora knowledge and foster their phoneme awareness and that it is this phoneme awareness that ELF learners need to develop to become successful readers in English. Less
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