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

本研究旨在探讨日语假名音节特殊符号的阅读学习机制，并探讨假名音节特殊符号的教学方法。研究1调查了幼儿如何学习读大鼓字，大鼓字表示将不发音变为发音。大字字出现频率与幼儿阅读正确率的相关性不显著（r= 0.255， N=20, p = 0.278），说明幼儿是通过规则策略而非死记硬背来学习大字字的。研究二的目的是开发两个假名字母混音的yo-on符号教学方法。37名4-5岁儿童（实验组20名，对照组17名）参与了以歌曲为基础的声音混合练习。然而，三个月后，我们发现实验组和对照组在yo-on符号的阅读准确率上没有显著差异。

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.