A Multisensory Program for Teaching English Phonological Awareness Skills to Japanese Children

Published on Jan 1, 2010in Japanese Journal of Educational Psychology
· DOI :10.5926/JJEP.58.491
Masamichi Yuzawa5
Estimated H-index: 5
Miki Yuzawa3
Estimated H-index: 3
+ 2 AuthorsSatoru Saito18
Estimated H-index: 18
本研究では, 日本語母語者の音韻処理特徴に応じた年少児向けの英語音韻習得方法の効果を検討した。本研究で検討したのは, 英語の音素を表現する手段として文字, 絵, 動作を学習し, それらの多感覚的な手段を用いて英単語の音声を分析したり, 音素から英単語の音声に統合したりする活動を行うという方法(多感覚音韻認識プログラム)であった。多感覚音韻認識プログラムに基づいた活動を継続的に行った多感覚認識I(5~6歳児35名), メディアを用いて, 英語の音素や単語の発声, 英語の歌の活動を行った音声体験(4~6歳児26名), 音声体験プログラムに続けて, 多感覚音韻認識プログラムに基づいた活動を行った多感覚認識II(4~6歳児22名), 同年齢の統制について, 英語音韻習得能力の指標となる3つの課題の成績を比較した。その結果, 1)多感覚認識IIは, 他の群よりも音韻認識課題の成績が良かった。2)多感覚認識I, 多感覚認識IIは, 統制よりも, また, 多感覚認識IIは, 音声体験よりも, 1音節反復課題の成績が良かった。3)多感覚認識IIは, 他の群より非単語反復課題の正答数や音節再生数が多かった。
Figures & Tables
📖 Papers frequently viewed together
1 Citations
4 Citations
#1Susan E. Gathercole (Ebor: University of York)H-Index: 92
This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learnin...
1,023 CitationsSource
#1Anne Castles (Macquarie University)H-Index: 41
#2Max Coltheart (Macquarie University)H-Index: 98
In this review, we re-assess the evidence that phonological awareness represents a skill specific to spoken language that precedes and directly influences the process of reading acquisition. Longitudinal and experimental training studies are examined in detail, as these are considered most appropriate for exploring a causal hypothesis of this nature. A particular focus of our analysis is the degree to which studies to date have controlled for existing literacy skills in their participants and th...
1,054 CitationsSource
#1Judith A. Bowey (UQ: University of Queensland)H-Index: 23
A longitudinal study investigated the claim that phonological memory contributes to vocabulary acquisition in young children. In the first phase, children were given tests of receptive vocabulary, receptive grammar, nonword repetition, phonological sensitivity (or awareness), and performance IQ. In the second phase, children were given the nonword repetition and receptive vocabulary tests. In Session 1, both nonword repetition and phonological sensitivity accounted for variation in receptive voc...
226 CitationsSource
#1Peter F. de Jong (VU: VU University Amsterdam)H-Index: 4
#2Marie-José Seveke (VU: VU University Amsterdam)H-Index: 1
Last. Marjo van Veen (VU: VU University Amsterdam)H-Index: 1
view all 3 authors...
Two studies are reported which aimed to examine the relationship between phonological sensitivity and the acquisition of new words that systematically differed in the familiarity of their sound structures. In the first study measures of phonological sensitivity, phonological short-term memory, vocabulary, and nonverbal ability were administered to forty-one 5-year-old children. Phonological sensitivity was related to the paired-associate learning of phonologically unfamiliar words, but not to th...
160 CitationsSource
#1Anne Cutler (MPG: Max Planck Society)H-Index: 90
#2Takashi Otake (Dokkyo University)H-Index: 15
Japanese listeners detect speech sound targets which correspond precisely to a mora (a phonological unit which is the unit of rhythm in Japanese) more easily than targets which do not. English listeners detect medial vowel targets more slowly than consonants. Six pho­ neme detection experiments investigated these effects in both subject populations, pre­ sented with native- and foreign-language input. Japanese listeners produced faster and more accurate responses to moraic than to nonmoraic targ...
204 CitationsSource
#1Susan E. Gathercole (UoB: University of Bristol)H-Index: 92
#2Catherine Willis (Lancaster University)H-Index: 12
Last. Hazel EmslieH-Index: 24
view all 4 authors...
This article presents findings from the Children's Test of Nonword Repetition (CNRep). Normative data based on its administration to over 600 children aged between four and nine years are reported. Close developmental links are established between CNRep scores and vocabulary, reading, and comprehensive skills in children during the early school years. The links between nonword repetition and language skills are shown to be consistently higher and more specific than those obtained between languag...
642 CitationsSource
Cited By1
#1Yasuyuki Sakuma (Fukushima University)H-Index: 2
#2Satoru Saito (Kyoto University)H-Index: 18
1 CitationsSource