A1 Journal article (refereed)
幼稚園年長児を対象としたひらがな音読指導の効果 (2020)
The Effect of Hiragana Reading Training for Kindergarten Children

Koide, Mei; Uno, Akira; Araki, Yudai; Kanayama, Shuhei; Nawate, Masahiko; Lyytinen, Heikki (2020). 幼稚園年長児を対象としたひらがな音読指導の効果. The Japan Journal of Logopedics and Phoniatrics, 61 (3), 211-222. DOI: 10.5112/jjlp.61.211

JYU authors or editors

Publication details

All authors or editors: Koide, Mei; Uno, Akira; Araki, Yudai; Kanayama, Shuhei; Nawate, Masahiko; Lyytinen, Heikki

Journal or series: The Japan Journal of Logopedics and Phoniatrics

ISSN: 0030-2813

eISSN: 1884-3646

Publication year: 2020

Volume: 61

Issue number: 3

Pages range: 211-222

Publisher: The Japan Society of Logopedics and Phoniatrics

Publication country: Japan

Publication language: Japanese

DOI: https://doi.org/10.5112/jjlp.61.211

Open Access: Publication channel is not openly available

Abstract

The purpose of this study was to examine the effect of Hiragana reading training on accuracy and fluency in 126 kindergarten children who had not learned Hiragana reading/writing in the classroom. The children were divided into two matched groups: training and control. Furthermore, each group was subdivided into three levels of attainment: good, moderate and severe; or five levels of attainment: good, moderate, severe-high, severe-middle and severe-low. Reading training of 71 Hiragana characters was carried out from October during 8 weeks (total 60-80 min.) only for the training group children. The results for reading accuracy showed that all children in the training group improved significantly in character reading between before and after the training period; however, all children in the control group also improved significantly within the same period. Among the attainment subgroups, moderate and severe training subgroups improved significantly in character reading, but the moderate and severe control subgroups also improved significantly. The severe-high and severe-low training subgroups improved significantly in character reading, but there were no significant differences within the severe-high and severe-low control subgroups. The results for reading fluency showed that whereas the training good subgroup improved significantly, no significant difference occurred within the control good subgroup. The results of this study suggest that the effect of reading training in kindergarten children is limited.

Keywords: language development; language learning; literacy; Japanese language; hiragana; language teaching; preschool; preschool children (age group)

Free keywords: Hiragana; reading; training; kindergarten; kindergarten children

Contributing organizations

Ministry reporting: Yes