A longitudinal study on skills and beliefs of literacy and book-reading in young children.

摘要本研究以日本幼儿为研究对象，通过为期两年的纵向研究，考察假名音节阅读和绘本阅读的习得情况。主要调查对象是60名儿童（4 - 6岁的幼儿园儿童），在两年的时间里进行了三次调查。任务包括阅读假名的音节表，阅读用假名写的自己的名字，阅读假名的单词和句子，阅读一本图画书。理解和评价识字和书籍的功能。同时，我们询问了母亲们家中的读写和阅读环境，以及她们对这些环境的看法。我们还观察了小样本的母亲在家里给孩子读绘本和老师在幼儿园给孩子读绘本的情况。从研究结果出发，探讨假名音节阅读与比音节阅读功能更清晰的阅读活动之间的关系。在儿童的日常生活中，阅读音节的行为本身并不构成一个独立的活动（特殊训练除外）。它们最初是作为其他活动的一部分出现的，比如阅读鬃毛。读书一直是一种具有明确功能的独特活动。阅读音节逐渐成为图书阅读活动的一部分。孩子们不仅听大人的阅读和看图片，还会读句子和看图片来理解内容。与此同时，阅读音节的行为构成了儿童的一种独特的活动。阅读音节本身是一种没有实际目标的活动，孩子们最多只认识到一种外在的功能，比如被表扬。他们将阅读活动理解为阅读音节表，并进行仅由阅读音节表组成的活动。特别是，儿童在能够阅读相当数量的假名后，能够迅速阅读几乎所有的假名音节，这一事实可以解释为如此。在此之后，他们理解阅读音节表是阅读书籍的一个部分过程，音节表传达了重要的信息。少

In this research, we examined the acquisition of Japanese kana syllabary reading and picture- book reading through a two-year long longitudinal study with related measures in Japanese young children. The main investigation was done of about 60 children (four- to six-year-old kindergartners) three times in the period of two years. Tasks included such as reading of kana syllabary, reading of their own names written in kana, reading of wordsd and sentences in kana, reading of a picture-book. understanding and evaluation of functions of literacy and books. In parallel, we asked mothers of the literacy and book-reading environment in their home and their conceptions around them. We also observed small sample of mothers' reading their children picture books in their home and teachers' reading to the children in the kindergarten. From the results, we discussed about the relationships between kana syllabary reading and a book reading activity which is more functionally clear than syllabary rea … More ding. Acts of reading syllabary do not constitute an independent activity itself in the children's everyday life (except in a special training). They occur at first as a part of other kinds of activity such as reading manes. Book reading exists as a distinctive activity having a clear functionality all the time. Reading syllabary comes to constitute a part of book reading activity gradually. Children not only listen to adults' reading and watch pictures, but also read sentences and watch pictures to understand contents. At the same time, acts of reading syllabary come to constitute a distinctive activity for children. Reading syllabary itself forms an activity without practical goals, where children cognize at most only an extrinsic function like being praised. They comprehend a reading activity as reading syllabary, and they do pracitice an activity consisting of only reading syllabary. In particular, the fact that children come to be able to read almost all the kana syllabary rapidly after they can read a considerable amount of kana can be interpreted as such. After this, they comprehend that reading syllabary is a partial process of reading books and that the syllabary communicates critical information. Less