ID 111525
Author
Kamata, Suzanne Tokushima University
Content Type
Journal Article
Description
Leading scholars (Gilbert, 2009; Walter, 2008) have highlighted the importance of phonological processing in learning to read. Nevertheless, reading in Japan has traditionally been taught without adequate attention to the role of phonological processing. Accordingly, it was speculated that Japanese university students would demonstrate superior reading comprehension to listening comprehension skills. This study consists of two trials. The first was a comparison of the comprehension of the same text by three classes of 33, 32, and 44 students respectively, in three different modalities: silent reading, reading-while-listening, and listening only. The second was a retrospective longitudinal study of a class of twenty-one students who performed reading-while-listening and listening-only over a fifteen-week semester. The first study confirmed that the students’ reading comprehension exceeded their listening comprehension. In the second study, students were evenly divided as to whether they preferred reading-while-listening or listening-only.
Journal Title
The Reading Matrix : An International Online Journal
ISSN
1533242X
Publisher
Reading Matrix Inc.
Volume
18
Issue
1
Start Page
104
End Page
123
Published Date
2018-04
Rights
This open access article is distributed under a Creative Commons Attribution-NonCommerical-NoDerivatives 4.0 International Public LIcense.
EDB ID
URL ( Publisher's Version )
FullText File
language
eng
TextVersion
Publisher
departments
Integrated Arts and Sciences