Development of song-based instructional program for reading special notations of Japanese kana syllabary.

点击翻译按钮获取中文摘要

The aims of the study were to explore the mechanism of learning to read special notations of Japanese kana syllabary, and to develop the instructional method of them. Study 1 investigated how young children learn to read daku-on notation which denote to change unvoiced sound to voiced one. The correlation between frequency of daku-on letters and young children's reading accuracy of them was not significant(r=.255, N=20, p.=.278), which suggested that children learn to read the daku-on letters through rule-based strategy rather than by rote. Study 2 was administrated to develop instructional method for yo-on notation, in which two kana letter sounds are blended. Thirty-seven 4-5 year old children (20 for experimental group, 17 for control group) participated in the intervention program which focused on a song-based sound blending exercise. However, after three months, we found no significant difference for reading accuracy of yo-on notation between experimental group and control group.