A study of Japanese children' s learning processes of special notations of kana syllabary, and development of its instructional methods.
| Project/Area Number |
21830096
|
|---|
| Research Category |
Grant-in-Aid for Research Activity Start-up
|
| Allocation Type | Single-year Grants |
|---|
| Research Field |
Educational psychology
|
|---|
| Research Institution | Koriyama Women's University |
|---|
Principal Investigator |
KAKIHANA Shinichiro Koriyama Women's University, 家政学部, 講師 (00550724)
|
|---|
| Project Period (FY) |
2009 – 2010
|
| Project Status |
Completed (Fiscal Year 2010)
|
| Budget Amount *help |
¥3,263,000 (Direct Cost: ¥2,510,000、Indirect Cost: ¥753,000)
Fiscal Year 2010: ¥1,573,000 (Direct Cost: ¥1,210,000、Indirect Cost: ¥363,000)
Fiscal Year 2009: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
|
|---|
| Keywords | 読み習得 / かな文字 / 拗音表記 / 濁音文字 / 幼児 |
|---|
| Research Abstract |
The purpose of this study was to clarify the mechanisms of how Japanese young children learn to read voiced kana letters (letters with daku-on diacritics) and letter combinations (yo-on combinations), and to develop instructional methods of each of the notations. We wrote two songs aiming to foster child's phonological skills which were supposed to be necessary for mastering the notations. A chorus program including a song emphasizing voiced-voiceless comparison was given to three-to-four-year-olds, and the song emphasizing blending of two sounds was given to four-to-five-year-olds, both once every two weeks. After six months, former group was compared with a control group on the score of daku-on letters reading test, and latter was compared with a control group on the score of yo-on combination reading test. Results of the post test showed that there is no effect of the song programs for mastering the each of the notations.
|
Report
(3 results)
Research Products
(5 results)
