児童生徒の読むことの困難感の形式的・内容的変化に関する研究

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概要

• 論文の詳細を見る

• In this study, a questionnaire survey on 317 elementary school students from grades one to six and 100 middle school students from grades seven to nine was conducted in order to examine the reading difficulties faced due to sentence style and content. The survey was conducted for all schools and grades using a descriptive method. After the descriptions were divided by sentence, the classified results were inductively grouped according to similar descriptions, and 217 categories were extracted. We selected 159 out of the 217 categories to analyze difficulty in reading, and conducted a comparative study on the 159 categories by four groups: students of lower elementary grades, students of middle elementary grades, students of higher elementary grades, and students of middle school. The following results were obtained by comparative study. (1) As for changes in reading difficulty perceived by members of the four groups, the number of categories increased in proportion to grade level. (2) As for changes in difficulty due to sentence style, three levels of difficulty- character level, word level, and sentence and writing level were abstracted. Of these three levels, student of lower elementary grades considered character level the most difficult. The level of difficulty shifted from character level to word level, and finally to sentence and writing level, in this order, according to increasing grade. (3) As for changes in difficulty due to sentence content, students in lower elementary grades considered reading characters the most difficult. The level of difficulty shifted from character level to understanding sentence meaning and contert. At the same time, difficulty shifted from character level to higher reading levels, especially among students in higher elementary grades and middle school. These three study results suggest a need for instruction that considers perceived difficulty specific to each grade.

• 全国大学国語教育学会の論文
• 2009-03-31

著者

• 田中 耕司

  筑波大学大学院

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