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ID 111525
著者
カマタ, スザーン Tokushima University
資料タイプ
学術雑誌論文
抄録
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.
掲載誌名
The Reading Matrix : An International Online Journal
ISSN
1533242X
出版者
Reading Matrix Inc.
18
1
開始ページ
104
終了ページ
123
発行日
2018-04
権利情報
This open access article is distributed under a Creative Commons Attribution-NonCommerical-NoDerivatives 4.0 International Public LIcense.
EDB ID
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フルテキストファイル
言語
eng
著者版フラグ
出版社版
部局
総合科学系