WEKO3
アイテム
幼児の読字学習に及ぼす絵の対提示の影響
http://hdl.handle.net/10105/2155
http://hdl.handle.net/10105/21555a90934a-b02a-4e82-acea-1598ee41e148
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE35_1_231-242.pdf (619.5 kB)
|
|
| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-06-09 | |||||||||
| タイトル | ||||||||||
| タイトル | 幼児の読字学習に及ぼす絵の対提示の影響 | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
今井, 靖親
× 今井, 靖親
× 田中, かおり
|
|||||||||
| 著者(ヨミ) | ||||||||||
| 姓名 | イマイ, ヤスチカ | |||||||||
| 著者(ヨミ) | ||||||||||
| 姓名 | タナカ, カオリ | |||||||||
| 著者別名 | ||||||||||
| 姓名 | IMAI, Yasuchika | |||||||||
| 著者別名 | ||||||||||
| 姓名 | TANAKA, Kaori | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The purpose of this investigation was to examine the effects of frequency of picture presentation on young children's learning to read. The subjects were 132 children whose average age was 5: 7. 0n the basis of the age, the male-to-female ratio, and the number of hiragana and katakana letters they could read, they were assigned to one of the following six groups: high familiarity words - no picture presentation, high familiarity words - picture presentation twice, high familiarity words - picture presentation eight times, low familiarity words - no picture presentation, low familiarity words - picture presentation twice, and low familiarity words - picture presentation eight times. Each subject was taught to read two artificial words (four artificial scripts) for eight trials by a study-test method. For the scripts in the words the performance in the no picture groups and picture presentation twice groups was better than that in the picture presentation eight times groups. For the scripts in the words there was no significant difference between the no picture presentation groups and picture presentation twice groups, but for the scripts in the words with low familiarity the performance in the picture presentation twice groups was better than that in other groups. The finding suggests that pictures have a facilitating effects on learning to read words with low familiarity. | |||||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 35, 号 1, p. 231-242, 発行日 1986-11-25 |
|||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | The Effects of Frequency of Picture Presentation on Learning to Read in Young Children | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
