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ID 30003
フルテキストURL
著者
Miyasako, Nobuyoshi Joint Graduate School, Hyogo University o/Teacher Education
髙塚 成信 Okayama University
抄録
This study examined the relationships between the efficiencies of phonological coding and lexical access of written words and reading comprehension for Japanese senior high school students of English. The primary objective was to verify the speculations on how oral reading practice helps to develop reading comprehension skills: (a) it improves the efficiency of phonological coding; and (b) it enhances the efficiency of lexical access. The efficiencies of phonological coding and lexical access were measured as the articulating speed of written words and as Stroop interference (Stroop, 1935) respectively. The results showed that there was a significant relationship between the efficiency of phonological coding and reading comprehension, which supported speculation (a), but that there was no significant relationship between the efficiency of lexical access and reading comprehension, which refuted speculation (b). Some pedagogical implications were also suggested.
備考
This is the institute's copy, as published in Annual Review of English Language Education in Japan, Mar 2004, Volume 15, Pages 159-168.
発行日
2004-03
出版物タイトル
Annual Review of English Language Education in Japan
15巻
出版者
Japan Society of English Language Education
出版者(別表記)
全国英語教育学会
開始ページ
159
終了ページ
168
ISSN
1344-8560
NCID
AA10890588
資料タイプ
学術雑誌論文
言語
English
著作権者
全国英語教育学会
論文のバージョン
publisher
査読
有り
Submission Path
english_languages_and_literature/3