Assessing Pupils' Ability to Read Hiragana Words That Are in the Curriculum Using a Test of Hiragana Wordchains

• FUJII Atsuko

  Faculty of Education, Tokyo Gakugei University

• YOSHIDA Yuri

  Faculty of Education, Tokyo Gakugei University

• KINBI Jo

  Faculty of Education, Tokyo Gakugei University

• OKANO Yu

  Faculty of Education, Tokyo Gakugei University

• KOIKE Toshihide

  Faculty of Education, Tokyo Gakugei University

• KUMOI Miyoshi

  Faculty of Education, Kagoshima University

Bibliographic Information

Other Title

• 一斉指導で利用可能なひらがな単語読みの評価に関する研究
• 一斉指導で利用可能なひらがな単語読みの評価に関する研究 : ひらがな単語連鎖課題による検討
• イッセイ シドウ デ リヨウ カノウ ナ ヒラガナ タンゴ ヨミ ノ ヒョウカ ニ カンスル ケンキュウ : ヒラガナ タンゴ レンサ カダイ ニ ヨル ケントウ
• ―ひらがな単語連鎖課題による検討―

Abstract

Developmental studies of reading have showed that, in the lower grades of Japanese elementary schools, the level of ability to read words written in the Japanese hiragana writing system relates to pupils' level of achievement in the Japanese language. Thus, recently, a method for assessing pupils' ability to read the hiragana words in the curriculum is needed. The present study investigated the usefulness of a test of hiragana wordchains that was based on Jacobson's (1995) wordchain test. In the hiragana wordchain test, meaningful words and non-meaningful words are printed together in a chain. The participants, 189 second-grade pupils, were given the test of hiragana wordchains, as well as a test of reading hiragana words and a Japanese-language achievement test. For the wordchain test, they were instructed to mark the places in the chain where words began and ended. The odds-ratios of lower performance when reading hiragana words by those participants with lower scores on the test of hiragana wordchains were compared to the odds ratios of those participants with normal scores on that test. The odds ratios ranged from 4.30 to 9.87, indicating that the children with lower scores on the test of hiragana wordchains were more likely to get lower scores when reading hiragana words. Multiple-regression analysis revealed that the pupils' performance on the test of reading a single sentence written in hiragana, as well as on the hiragana wordchain test, was significantly related to their level of attainment as measured by the Japanese-language achievement test. This suggests that the test of hiragana wordchains might have lexical access based on the recognition of word forms, and thus might be useful for assessing the level of reading of the hiragana words in the curriculum.

Journal

• The Japanese Journal of Special Education

  The Japanese Journal of Special Education 50 (1), 21-30, 2012

  The Japanese Association of Special Education

Keywords

• assessment of reading ability
• reading words written in hiragana
• wordchain test
• Japanese language
• second-grade pupils

Details

• CRID: 1390001204652460160
• NII Article ID: 130003376457
• NII Book ID: AN00172513
• DOI: 10.6033/tokkyou.50.21
• ISSN: 21865132
• ISSN: 03873374
• NDL BIB ID: 023875081
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I023875081
• Web Site: https://search.jamas.or.jp/link/ui/2012349625
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed