A systematic study of invented spelling and developing orthographic concepts in Japanese for restructuring literacy education
| Project/Area Number |
18530682
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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 |
Education on school subjects and activities
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| Research Institution | University of Tsukuba |
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Principal Investigator |
TSUKADA Yasuhiko University of Tsukuba, Graduate School of Comprehensive Human Sciences, Professor (50163762)
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| Project Period (FY) |
2006 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥1,280,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥180,000)
Fiscal Year 2007: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
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| Keywords | educational studies / linguistics / orthography / literacy / language development |
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| Research Abstract |
This study examines the developmental stages of spelling ability focusing on the learning process of the Japanese orthographic system for native speakers of Japanese. After first providing a basic explanation of the Japanese orthographic system, issues regarding the acquisition of Japanese spelling are discussed.
Next, in order to clarify the acquisition of writing skills in the introductory stage of Japanese spelling, data from prior case studies and this investigation are examined. From these results, a new proposal for developmental stages of orthographic concepts is suggested. This study also examines strategies of invented spelling and the relationship between developmental stages and learning ages. Children had learned a considerable amount of hiragana spelling before entering first grade, and by the end of first grade had reached the point where they were mostly able to write phrases in both hiragana and katakana.
The developmental stages were as follows: Stage 1: Hiragana spelling not yet acquired Stage 2: Hiragana spelling acquisition (unvoiced, voiced, semi-voiced) Stage 3: Hiragana spelling acquisition (special syllable markers) Stage 4: Katakana spelling acquisition (unvoiced, voiced, semi-voiced) Stage 5: Katakana spelling acquisition (special syllable markers) Stage 6: Combined usage of hiragana and katakana acquisition Stage 7: Kanji spelling not yet acquisition (includes kanji learning stages).
The following results were obtained: 1) The 7 stages were accepted with some evidences. 2) Some differences between the schools were fined. 3) The productive and non-productive phases of invented spelling in Japanese were examined with the point of view of educational implication.
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Report
(3 results)
Research Products
(5 results)
