Departmental Bulletin Paper 幼児の音韻意識の発達とひらがな読み習得の関係
A Study of the Relationship between Four to Six-year olds' Phonological Awareness and their Reading of Hiragana

深川, 美也子

(33)  , pp.59 - 69 , 2017-03-28 , 金沢大学大学院人間社会環境研究科 = Graduate School of Human and Socio-Enviromental Studies Kanazawa University
ISSN:1881-5545
NCID:AA12162559
Description
The purpose of this study was to analyze the relationship between the phonological awareness (PA) and the reading of hiragana, by conducting a PVT-R test and PA test, and having each participant read all 46 Hiragana letters, one at a time. Each study participant was of average intelligence. Unlike previous studies,this study only prompted Segmentation, Abstract, Deletion, and Reversal PA tasks in the PA test. The first three PA tasks included words with three to four mora, and the Reversal task words with two to four mora. The results indicated the following three points: 1) The PVT-R test and the Reading of Hiragana are not related. 2) the relationship shown between PA development and reading of Hiragana is statistically weak, and 3) the difference in the number ofmora in words has a strong influence on the reading of Hiragana. There appears to be a relationship between the ability to read one letter at a time in Hiragana and PA development. However, the influence of PA development on the number of letters that can be read does not appear to be strong. As this study only investigated the relationship between PA development and the reading of Hiragana one letter at a time, further studies need to examine this relationship with respect to word-level reading. Additionally in the context of PA development, further studies need to take into consideration not only the four PA tasks mentioned here, but also the number of mora in the words used in the study.
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