2013 Fiscal Year Final Research Report
The basic studies for developing reading instruction methods usable for non-native children
Project/Area Number |
23531294
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Research Field |
Special needs education
|
Research Institution | Tottori University |
Principal Investigator |
SEKI Ayumi 鳥取大学, 地域学部, 准教授 (10304221)
|
Co-Investigator(Kenkyū-buntansha) |
TANAKA Daisuke 鳥取大学, 地域学部, 准教授 (20547947)
|
Project Period (FY) |
2011 – 2013
|
Keywords | 日本語教育 / 特別支援教育 / 読字能力 / 学習障害 / 漢字 / 機能的MRI |
Research Abstract |
We developed a kanji reading task, which modified by familiarity/frequency and consistency. Using this task, we evaluated the kanji-reading skills and cognitive skills which contribute to kanji-reading skills in different background groups; Japanese adults, Japanese children, adult non-native Japanese-learners, children of non-native residents, and Japanese dyslexic children. The effects of familiarity/frequency and consistency differed between groups. Vocabulary knowledge and ability of implicit learning contributed to kanji-reading skills. A functional MRI study showed familiarity/frequency differently modified brain activations during reading kanji. These results showed that better individual instructions for kanji-reading will be delivered to both Japanese dyslexic children and non-native children by assessing vocabulary knowledge and ability of learning grapheme-phoneme correspondences.
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Research Products
(6 results)