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

本研究的目的是阐明日本幼儿如何学习阅读有声假名字母（带daku-on变音符号的字母）和字母组合（yo-on组合）的机制，并开发每种符号的教学方法。我们写了两首歌，旨在培养孩子的语音技能，这被认为是掌握符号所必需的。一个合唱节目，其中包括一首歌曲，强调有无对比的三至四岁的孩子，和歌曲强调两种声音的混合是给四至五岁的奥尔兹，每两周一次。6个月后，将实验组与对照组的daku-on字母阅读测验成绩进行比较，将实验组与对照组的yo-on组合阅读测验成绩进行比较。后测的结果显示，歌曲节目对每一个音符的掌握都没有影响。

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.