小学3~6年生におけるローマ字表記の読み未達成の背景要因に関する研究  [in Japanese] Background Factors Associated With Poor Scores in Reading Alphabetic Letters: Elementary School Students  [in Japanese]

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Author(s)

    • 彌永 さとみ IYONAGA Satomi
    • 東京学芸大学大学院教育学研究科(研究時所属) Former student, Graduate School of Education Master's Course, Tokyo Gakugei University
    • 大山 帆子 OYAMA Hoko
    • 東京学芸大学大学院教育学研究科(研究時所属) Former student, Graduate School of Education Master's Course, Tokyo Gakugei University
    • 成田 まい NARITA Mai
    • 東京学芸大学大学院教育学研究科(研究時所属) Former student, Graduate School of Education Master's Course, Tokyo Gakugei University

Abstract

<p>小学3~6年生(1,763人)を対象に、ローマ字表記の低成績の背景要因について検討した。 CHAID分析から、3~6年生の漢字読みテストの低成績者を、5~10パーセンタイル得点以下の児童とした。漢字読みテストが低成績で、ローマ字清音表記と特殊表記が未達成を示す児童は、3、4年生で有意に少なく、5、6年生で有意に多かった。これらの児童の背景要因として、3~5年生ではひらがな単語検索テスト、順唱記憶テストの低成績が関与した。漢字読みテストが非低成績で、ローマ字特殊表記が未達成を示す児童は、3、4年生で有意に多く、5、6年生で有意に少なかった。これらの児童の背景要因は、5年生ではひらがな単語検索テストと順唱記憶テスト、6年生では順唱記憶テストと昇順記憶テストであった。これより、漢字の低成績の有無にかかわらず、ローマ字表記の学習支援では、文字と音の変換や視覚性語彙の形成に対する支援とともに、言語性ワーキングメモリに対する支援の有効性を指摘できた。</p>

<p>The present study examined background factors associated with children's poor scores on a test of achievement in learning to read alphabetic letters (in Japanese, <i>romaji</i>). The participants were 1,763 elementary school students in the third to sixth grades. The data were analyzed using chi-square automatic interaction detection (CHAID). The results suggested that the distribution of the students' scores on the test of achievement of reading letters was associated most closely to their having scores below the 5th to 10th percentile on an achievement test of reading kanji. Signifıcantly fewer than expected children in the 3rd and 4th grades were found to have low scores on the kanji-reading test, as well as poor scores on a test of reading alphabetic letters that had resonant sounds and special mora. Background factors found to be associated with these score patterns were low scores on a test of reading hiragana syllables, a test of fluent searching of words written in hiragana, and a verbal working memory test. Fewer than expected children in the 5th and 6th grades were found to have typical scores on the kanji reading test and poor scores on reading words with special mora that were written in alphabetic letters. Background factors found to be associated with these score patterns of the 5th grade children were low scores on the test of fluent searching of words written in hiragana and on the verbal working memory test, whereas the background factor found to be associated with these score patterns of the 6th grade children was low scores on the verbal working memory test. On the basis of these results, the discussion suggests that facilitating fluent conversion of written syllables and letters to sounds, visual sight vocabulary, and verbal working memory might be effective when teaching children to read alphabetic letters.</p>

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 56(2), 65-76, 2018

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130007757223
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    029409324
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  J-STAGE 
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