A TWO-YEAR LONGITUDINAL EXPERIMENTAL STUDY ON ACQUISITION OF READING IN JAPANESE SYLLABIC LETTERS BY THREE-TO-FOUR YEAR OLD KINDERGARTEN CHILDREN.

作为结果，获得了以下发现。1) 3 ~ 4岁儿童阅读习得的纵向研究(1)孩子们开始阅读平假名的最早的案例是在四年级的下半部分，大多数是在出生后的第五年，直到1993年3月，74%的孩子已经学会了阅读几乎所有的基本日语音节字母。(2)音节分析的发展是儿童习得平假名阅读的必要条件。(3)儿童词汇是决定儿童平假名阅读习得和发展的最重要因素。儿童单词和句子阅读发展的实验分析(1)儿童阅读和理解单词和句子的能力与阅读平假名的数量成正比，到1993年3月，部分儿童的阅读水平已达到一年级学生的水平。(2)从逐字母阅读到全词阅读的发展速度很慢。(3)在单词的阅读和理解中，有四种分析方法：(1)逐字朗读分析；(2)低声细语分析；(3)伴随下唇轻微运动分析；(4)默读分析。单词的阅读和理解是在上述的一种分析中进行的，无论是逐字阅读还是全词阅读都是一个综合的过程。(4)这一发现为我们提供了一个假设，即儿童的阅读首先形成为逐字母的分析阅读，其次是通过语音分析的逐字母综合阅读，然后是通过口头或语音或沉默分析的综合全词阅读。

As the results, the following findings were gained.1) A Longitudinal Study on Acquisition of Reading by Three-to-four Year Old Children. (1) The children began to read Hiragana in the most early cases during the second half of the fourth, and mostly at the fifth year from birth and 74 percent of them have learned to read almost all of fundamental Japanese syllabic letters until March 1993. (2) Development of syllabic analysis serves as the necessary condition for acquisition of reading in Hiragana by children. (3) Vocabulary of children serves as the most important factor which determines acquisition and development of reading in Hiragana in children.2) An Experimental Analysis of the Development of Reading of Words and Sentences in Children. (1) The children have learned to read and understand words and sentences in proportion to the amount of Hiragana to be read and some of them have reached to the level of reading corresponding to that of the first graders until March 1993. (2) The speed of development from letter-by-letter reading to whole-word reading is very slow. (3) There are four kinds of analysis in reading and understanding of words: Analysis (i)by oral letter-by-letter reading, (ii)by a whisper, (iii)accompanying a slight movement of lower lip, (iv)by silent reading. Reading and understanding of words proceeds in the connection of one of the above-mentioned analysis with either letter-by-letter reading or whole-word reading as a synthetic process. (4) This finding brings us a hypothesis that children's reading is formed firstly as analytic letter-by-letter reading, secondly it moves to synthetic letter-by-letter reading with subvocal analysis and then changes into synthetic whole-word reading with oral, or subvocal, or silent analysis.