What Relationships Do the Efficiency of Phonological Coding and Working Memory Capacity Have with Reading Comprehension for Japanese Learners of English?

This article investigated into differences between first- and third-year senior high school students concerning: (a) the efficiencies of phonological coding and working memory capacities; and (b) the relationships of these two variables with reading comprehension. Also explored was whether the relationships were reflected in word-retaining strategies of the first-year students in the reading span tests for measuring working melnory capacities. The findings were: (a) students may improve their working memory capacities but may not improve the efficiencies of phonological coding during the first two years of senior high school; (b) the efficiency of phonological coding contributes to reading cOlnprehension more greatly for first-year students, but working metllory capacity contributes to reading comprehension for third-year students; and (c) the word-retaining strategies of first-year students reflect the relationships between the two variables and reading comprehension. The reasons for these findings were discussed and pedagogical implications were shown.

本論は,(a)音韻符号化効率と作動記憶容量,(b)この2要因と読解力の関係,に関して,高校1年生と3年生の違いを調査した｡また,作動記憶容量測定リーディングスパンテストにおける1年生の語維持方略にこの関係が反映されるか調査した｡その結果,(a)高校生は最初の2年間に,作動記憶容量が増大する可能性があるが,音韻符号化効率は高まらない可能性がある,(b)音韻符号化効率による読解力への影響は1年生の方が強いが,3年生では作動記憶容量による読解力への影響がある,(c)1年生の語維持方略に,2要因と読解力の関係が反映される,等が示された｡この結果をもたらした原因に関する考察及び,教育的示唆が示された｡