Departmental Bulletin Paper 子どもはどれくらい読み誤りに気づけるか : 児童同士による学習方略に向けた読み評価の検討
コドモ ハ ドレクライ ヨミ アヤマリ ニ キヅケルカ : ジドウ ドウシ ニ ヨル ガクシュウ ホウリャク ニ ムケタ ヨミ ヒョウカ ノ ケントウ
Children's Ability to Detect Their Peer's Reading Mistakes : Examining a Reading Assessment Method for Peer-Assisted Learning Strategies

有富, 理恵  ,  干川, 隆  ,  アリトミ, リエ  ,  ホシカワ, タカシ  ,  Aritomi, Rie  ,  Hoshikawa, Takashi

64pp.133 - 140 , 2015-12-18 , 熊本大学
This study examines the ability of children to detect the reading mistakes of their peers. Peer-assisted learning strategies (PALS) is an effective, cooperative learning method of reading instruction for children (Fuchs & Fuchs, 1994). PALS has been shown to be effective for improving the reading fluency and comprehension of not only students with learning disabilities and low achievement levels but also of students with average achievement levels. Researchers have examined the extent of children's ability to identify the reading mistakes of their peers and those made deliberately by experimenters to standardize PALS in Japan. This study revealed the following three results: 1) students of all grades find mistakes without a classification of errors more correctly than with classification, 2) students of all grades except the fourth graders showed an increase in the number of letters that they could read aloud correctly per minute in each session, and 3) fifth graders and sixth graders showed an improvement in their rates of correctly checking reading mistakes in each subsequent session.

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