A study of Japanese children' s learning processes of special notations of kana syllabary, and development of its instructional methods.

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The purpose of this study was to clarify the mechanisms of how Japanese young children learn to read voiced kana letters (letters with daku-on diacritics) and letter combinations (yo-on combinations), and to develop instructional methods of each of the notations. We wrote two songs aiming to foster child's phonological skills which were supposed to be necessary for mastering the notations. A chorus program including a song emphasizing voiced-voiceless comparison was given to three-to-four-year-olds, and the song emphasizing blending of two sounds was given to four-to-five-year-olds, both once every two weeks. After six months, former group was compared with a control group on the score of daku-on letters reading test, and latter was compared with a control group on the score of yo-on combination reading test. Results of the post test showed that there is no effect of the song programs for mastering the each of the notations.