幼児における特殊音節の読字学習

概要

論文の詳細を見る
The purposes of the present study were to examine the effects of the presentation of verbal materials on learning to read Japanese Special syllables in young children and to compare the responses of children already capable of reading many katakana with those who could read a few. The subjects were 108 children whose average age was 5:8. 0n the basis of the age, the male-female ratio, the number of letters they could read and the Picture-Completion scores of WISC-R, they were assigned to the following six groups: syllable presentationreading ability high, word presentation-reading ability high, syllable and word presentation reading ability high, syllable presentation-reading ability low, word presentation-reading ability low, syllable and word presentation-eading ability low. Each subject of the six groups was taught to read Japanese special syllables for five trials by a study-test method. The main findings of the investigation were as follows: 1. The groups which were taught with syllables and with syllables and word got higher scores than the children who were taught with words. 2. A significant difference was found m the responses of the children who could read many katakana and the children who had acquired little katakana. Some discussions were put forward on the effects of the presentation of verbal materials on learning to read Japanese special syllables.
奈良教育大学の論文