幼児における文字の弁別と読みと模写

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The present investigation was designed to examine the relationship among the abilities of discrimination, reading, and copying of letters in young children. The Ss were 40 kindergarten children with a mean age of 4 year, 9 months. As the discrimination task the cancelling test with the 2 tasks (hiragana-letter cancelling and katakana-letter cancelling) was administered and the number of letters cancelled correctly for a minute was assessed. In reading task the number of hiragana-letters and katakana-letters read correctly was measured. In copying task the Ss were asked to copy 8 hiragana-letters and 8 katakana-letters, and the letter forms and the letter orders written by Ss were evaluated. The main results obtained are as follows: (1) The cancelling and reading hiragana-letter were easier for young children than those of katakana-letter, but there was no significant difference between copying hiragana-letter and copying katakana-letter. From the result it may be explained that a great many Japanese young children have much prior exposure to picturebooks, storybooks, newspapers, magazines and the like written by hiragana-letters befor they enter school, and these experiences provide children more opportunities of learning to discriminate and to read hiragana-letters than katakana-letters. However they do not yet acquire exact knowledge about the rules of writing letters. (2) The correlation coefitients were statistically significant at the 1 % level for all comparisons as follows; discrimination vs. reading………r＝.70　reading vs. copying………r＝.43　discrimination vs. copying………r＝.46　This suggests that Ss' ability to discriminate letters and to copy letters are positively related to their ability of reading letters.
奈良教育大学の論文

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今井靖親
奈良教育大学

幼児における文字の弁別と読みと模写

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