Research on Improving Reading Instruction through Reading Workshops

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K13984
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: University of Tsukuba (2021-2023); Toyo University (2020)
• Principal Investigator: Katsuta Hikaru 筑波大学, 人間系, 助教 (30792113)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 自立した読み手 / リーディング・ワークショップ / 読むことの学習指導 / ガイディッド・リーディング / リテラシー・センター / 国語科 / アメリカ / 英語科

Outline of Final Research Achievements

In this project, I examined the possibilities of incorporating reading workshops into a Japanese language arts class. This project has four outcomes. First, the benefits of reading workshops in high school Japanese language arts were identified in comparison with textbook-based lessons. Additionally, I suggested how to combine both approaches in the Japanese language arts curriculum to maximize their strengths. Second, the effects of incorporating reading workshops throughout the year in elementary school Japanese language arts were found. They include (1) increased reading volume, (2) heightened awareness of reading strategies, (3) expanded genre knowledge, and (4) the discovery of favorite authors and works. Third, new teaching approaches in the United States were analyzed and their advantages discussed. Fourth, a literature review was conducted regarding how reading instruction in Japanese language arts has been historically shaped, and future research directions were suggested.

Free Research Field

国語科教育

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的意義は、2010年頃から国語科で注目を集め、実践報告もされていたリーディング・ワークショップという新しい読みの指導法について、授業観察、インタビュー調査、質問紙調査などの手法を用いて、その効果を検証した点である。とくに、教科書に基づく授業とリーディング・ワークショップをどう組み合わせれば、それぞれのアプローチが生かされるか、年間を通してリーディング・ワークショップを実践することで児童が読み手としてどう成長したかといった点は、国語科教育実践上、意義ある知見だと考えられる。