2022 Fiscal Year Final Research Report
Building a cognitive model of reading Kanji characters in deaf students: focusing on the differences between spoken language and sign language
Project/Area Number |
19K14289
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Research Category |
Grant-in-Aid for Early-Career Scientists
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Allocation Type | Multi-year Fund |
Review Section |
Basic Section 09060:Special needs education-related
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Research Institution | Tohoku Fukushi University |
Principal Investigator |
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Project Period (FY) |
2019-04-01 – 2023-03-31
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Keywords | 聴覚障害 / 漢字 / 読み / 認知モデル |
Outline of Final Research Achievements |
The results of this study revealed the factors of difficulties in learning to read Kanji characters in hearing-impaired students who are educated with sign language. Specifically, it was shown that the ratio of correct reading of Kanji characters in hearing-impaired students was lower when the Kanji compounds have low consistency. Kanji compounds with low consistency refer to Kanji with various ways of reading them, suggesting the importance of teaching the various ways of reading the Kanji in the learning activities. In addition, participants' individual cognitive factors affecting their acquisition of Kanji readings were identified, in particular their vocabulary skills. The higher the participants' performance in vocabulary, the higher their performance in reading Kanji characters, indicating the importance of teaching the meaning of Kanji characters in addition to repeatedly learning the form and reading ways of Kanji characters.
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Free Research Field |
聴覚障害心理学
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Academic Significance and Societal Importance of the Research Achievements |
これまで聴覚障害児の漢字の読み習得に関する研究では、特に音声言語を主たるコミュニケーション手段とする児童生徒が対象として扱われてきた。本研究の結果から、手話併用環境下の聴覚障害生徒の漢字の読み習得を調べることで、その特徴がこれまでの音声言語を主たるコミュニケーション手段とする聴覚障害生徒と類似する点、異なる点がそれぞれ見られた。主たるコミュニケーション手段に応じて、聴覚障害生徒自身の特性も異なることから、その指導の在り方にも違いが生じ、それぞれに適した指導法の開発が求められる。
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