Toward a comprehensive model of literacy development: A cross-linguistic longitudinal study

2017 Fiscal Year Final Research Report

• Project/Area Number: 26780523
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Special needs education
• Research Institution: Seigakuin University
• Principal Investigator: Inoue Tomohiro 聖学院大学, 人間福祉学部, 助教 (30635016)
• Research Collaborator: MAEKAWA Hisao ; MUROYA Naoko
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 読み書き発達 / 正書法 / かな / 漢字 / 縦断的検討 / 国際比較

Outline of Final Research Achievements

This longitudinal cross-linguistic study examined the cognitive and noncognitive correlates of early literacy development across three orthographies varying in orthographic consistency (Japanese, English, and Greek). The results showed that: (1) There were remarkable differences in the cognitive predictors of early literacy development in Japanese Hiragana and Kanji; (2) Japanese parents adaptively adjusted their home literacy activities to their child’s literacy skills; (3) Whereas the relationships between motivation and literacy skills were bidirectional in English- and Greek-speaking children, those were relatively limited in Japanese children.

Free Research Field

特別支援教育