著者

齋藤 玲 邑本 俊亮

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.60, no.4, pp.199-214, 2018-11-27 (Released:2019-01-10)

参考文献数

87

被引用文献数

1

著者

牧 恵子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.61, no.1, pp.1-12, 2019-05-14 (Released:2019-07-01)

参考文献数

21

著者

片山 ふみ 野口 康人 佐藤 賢一郎

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.59, no.4, pp.198-209, 2017-12-22 (Released:2018-02-01)

参考文献数

15

被引用文献数

1

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This study explores experienced nursery teachersʼ sense of values of picture books by examining the process of how they select picture books in nursery schools. Then, we considered based on the previous studies of children book publishersʼstrategy towards nursery schools. “Sense of values”of picture books in this study refers to the total of selected policies,likes and dislikes,priorities,evaluation,etc. A lot of previous studies have treated nursery teachersʼpicture book selections,but it wasnʼt clear what kind of sense of values they had when they selected picture books. This study focused on these point.We interviewed six principals of public nursery schools. As a result,we found out how picture books in nursery schools were purchased. For example,there were no criterions for selecting picture books,nursery teachers had selected picture books in their preferences,they had a very small budget for buy picture books,and they generally bought picture books from specific publisher(Fukuinkan Shoten Publishers,Inc.)or Fukuinkan Shotenʼs agency(Kodomonotomosha). Nursery teachers valued the picture books published by Fukuinkan Shoten and they avoided digital books and books with characters. It was clear that the sense of values among the teachers were formed through the relationship between them and Fukuinkan Shotenʼs staff,by putting together organized the results of interview study and the analysis of records of the publisherʼs history. The findings suggests that there are“Teach”and“Be taught”relationships between the Fukuinkan Shotenʼs staff and nursery teachers. Therefore,we pointed out that the values of the publisherʼs staff,who are the educators and promorters of picture books have a potentially powerful effect to nursery teachersʼvalue formation process.

著者

野口 康人 片山 ふみ

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.62, no.2, pp.85-97, 2021-02-10 (Released:2021-03-06)

参考文献数

18

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The influence of textbooks on learners obtaining a librarian certification is significant. Textbooks relating to library service for children are not exceptions. These learners will eventually become librarians, and they will select picture books as part of their library service for children. For studying the implications of selecting picture books in librarian training courses, we have analyzed the characteristics of textbooks on library service for children using the descriptions about picture books in five textbooks published after 2009. We have investigated the picture books’ title, publisher, year of publication, and other details. In addition, qualitative evaluations of the descriptions about selecting books has been carried out on the five textbooks. As the result, the majority of the picture books introduced and recommended in the textbooks were those which have been popular for a long time. Additionally, approximately half of all picture books introduced in the five textbooks have been published by Fukuinkan Shoten. On the other hand, newly published picture books have been introduced and recommended in the textbooks,but they are fewer in number. The investigation also indicates that the newly published textbooks introduce fewer picture books than the older textbooks. However, the newer textbooks tend to introduced a larger percentage of newer picture books. The emphasis in newer picture books as compared to older classics and the reduction in the number of recommended picture books in the more recent textbooks indicate a change in values.

著者

名畑目 真吾

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.62, no.3-4, pp.146-159, 2021-05-10 (Released:2021-05-26)

参考文献数

29

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This study aims to investigate the cohesion features of material marked for young readers of English and to examine whether such features predict their readability. A total of 129 texts were collected from the material written for young readers of English. These texts varied in the levels of difficulty (readability) assigned by experts. The texts were analyzed using a computational tool, the Tool for the Automatic Analysis of Cohesion (Crossley et al., 2019), that produces over 150 indices related to text cohesion. Some indices were selected after controlling for correlations, normality, and multicollinearity, and were then used as predictors in the multiple regression analysis to estimate the readability level of the texts. The results demonstrated that the combination of indices in (a) verb overlap between adjacent two sentences, (b) semantic overlap between adjacent sentences, (c) the use of temporal connectives, and (d) the number of repeated content words accounted for 37% of the variance in readability. The difficulty level of the texts increased as they contained less verb overlap and semantic overlap between sentences, and showed less repetition of content words, but included more temporal connectives. These results have been discussed in the paper in light of the theories of discourse comprehension and characteristics of texts written for young readers. The study's findings provide theoretical implications for developing reading materials for young learners of English. The findings also highlight the importance of considering the multidimensional features of text cohesion as well as the developmental stages of targeted readers when evaluating text readability.

著者

楠見 孝

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.60, no.3, pp.129-137, 2018-09-14 (Released:2018-10-31)

参考文献数

28

被引用文献数

3

著者

鄭 一葦

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.61, no.1, pp.38-50, 2019-05-14 (Released:2019-07-01)

参考文献数

25

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The Western rhetorical style was introduced to Japan and China almost a century ago, a time when the two countries shared similar theories on text genre classification. Since then, the Japanese view of genre classification and the Chinese counterpart developed independently. This study aims to compare the present states and understand how genre classification has evolved in the two countries, as well as investigate the impact on composition pedagogy in each country. Based on a survey of dictionaries,curricula and textbooks from both countries, the study finds that in Japan, genre is classified largely by the specific intent and application of the text. Composition pedagogy in Japan emphasizes on the social function of an essay and promotes teaching composition writing via language activities. On the other hand, genre classification in China is determined mainly by the text’s writing style and content. Composition writing is taught with an emphasis on the expression of self and writing pedagogy focuses on narrative techniques.

著者

藤森 裕治 新井 浅浩

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.56, no.1, pp.1-13, 2014-03-28 (Released:2017-02-08)

参考文献数

8

被引用文献数

1

---

The purpose of this paper is to present, as a reference for reading education within Japan, reports on different aspects of actual reading education within the United Kingdom. More specifically, the paper consists of two investigative reports. The first is an outline of a nationwide survey of reading conducted by the National Literacy Trust. According to that survey, four books a month represents a boundary level in promoting liking for reading and positive impressions of reading. Moreover, reading enjoyment influences children's reading abilities. The second report presents data obtained from interviews with 21 children attending English boarding schools. One particularly noteworthy aspect of the data is the range of activities for reading education devised at the schools, such as encouragement through a ‘reading hero’ award, peer reading together with an adult, the creation of reading space from converted double-decker, and combinations of reading and creative writing activities.

著者

深谷 優子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.52, no.1, pp.15-23, 2009-03-30 (Released:2020-01-13)

参考文献数

12

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The author reexamined the textbase and the situation model of reading comprehension. New classification, ―fragmentary, horizontal and vertical ―, was made on the basis of relation between comprehension and readersʼprior knowledge. Concerning the vertical comprehension, effect of making graphically-based summaries on reading and recall was examined. Sixty-two undergraduates were assigned task of making two summaries and recall task. Each of the participants made both textual-based summaries and graphically-based summaries. The results suggested that making graphically-based summaries had strong effect on recall regarding additional information from readersʼknowledge. The findings were discussed as difference of processes between making graphically-based summaries and textualbased summaries while reading.

著者

米谷 茂則

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.52, no.3, pp.128-138, 2009-06-01 (Released:2019-11-28)

参考文献数

22

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Manga and the reading of manga have frequently been subject to criticism. However, manga now often appear within textbooks, signaling a shift from practices that attempted to distance children from manga to practices where manga materials are accepted into school libraries and are being utilized as educational materials. The shift has even progressed to the extent that educational manga are being used in high-school classes and in university courses. The author would like to encourage the transition from manga reading to educational manga reading. Specifically, the author wishes to utilize manga as textbooks for Japanese language courses and to establish reading circles for educational manga at elementary schools. This paper calls for further investigation of manga.  The author argues for the recognition of manga as reading materials suitable for morning reading sessions at junior and senior high-school. To that aim, teachers themselves should read manga and should include them in their reading lists. This paper suggests using works like a “Biography of Educational Manga” for investigative study. The paper also proposes comprehensive lessons that integrate the use of manga, such as “Kasai no Hito” and “Mori no Asagao”, as educational materials. Essay writing could also be incorporated. Practices of manga reading and educational manga will spread as more teachers come to regard manga as reading materials.

著者

氏間 和仁

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.59, no.1, pp.24-32, 2017-02-15 (Released:2017-03-02)

参考文献数

14

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This study aimed to investigate the effect of character size and display style on reading rate when reading a sentence displayed on a computer screen (digital reading). The participants in this study were 21 university students with normal vision. Character sizes varied with heights of 0.7°, 1.1°, 1.7°, and 2.6°. Display conditions included Zoom, Reflow, Linear, and EP (Elicited Visual Presentation). In the Zoom condition, the reading rate was found to be lower for character sizes of more than 1.7°. However, in the Reflow, Linear, and EP conditions, the reading rate was not affected by character size expansion.

著者

藤森 裕治 吉永 安里

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.61, no.2, pp.64-76, 2019-07-22 (Released:2019-08-24)

参考文献数

28

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The purpose of this research is to clarify what characteristics picture book reading activities in Kindergarten have regarding the development of children’s social personality. The research adopted is a discourse analysis methodology, through the social system theory of ‘Self Organization’.Main findings are as follows;(1) The reading of a picture book as a group activity in a kindergarten is experienced as a self-organized social act in which the following two reading actions are integrated;・Emergent and interactive reading activities through the presentation of illustrations and recitation of texts.・Reflective and autonomous reading behavior of children through the reading texts as participation in a social group activity.(2) Emergent and interactive reading activities are functionally in phase with interpersonal communication in real society.Reflective and autonomous reading practices are in phase with grasping, consciousness, and planning done autonomously in individual minds. Reading a picture book is an activity of spirally linking these two reading activities, and is an effective language activity for children to acquire the ability to cope with an unpredictable society.Conclusions are as follows;Even though a picture book reading activity is a one-time, interpersonal oral communication, picture books as an intermediary maintains consistency and universality. Children reflectively repeat experiences of autonomous reading of texts while following the rules of the reading activity and predicting or summarizing the structure and content of the story of the picture book. As a result, each reading experience is renewed and connected to the next reading of picture books.Through those activities, children will develop their social being, stimulate their meta-cognition, and will be more inclined to display meaningful self-expression.

著者

深谷 達史 小山 義徳

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.55, no.4, pp.115-126, 2013-09-17 (Released:2017-03-02)

参考文献数

18

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This study examined students' difficulties of explanation activity in university lecture class. Study 1 examined the students' impression to the explanation activities, and the result showed that most of the students thought the activity positive manner. However, the result also suggested that many students felt anxious of the activity because they were not sure how to explain. In Study 2, to reduce their anxiety, students were instructed to give examples for topics hard to understand and to check listeners' understanding. The results showed that although students' confidence to their explanation rose after the instruction, most of their examples just mimicked what on the texts, and some contained inappropriate examples. Based on these results, we discussed the way of effective instruction for explanation activity.

著者

下條 正純

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.60, no.3, pp.187-198, 2018-09-14 (Released:2018-10-31)

参考文献数

19

著者

川上 正浩

出版者

学術雑誌目次速報データベース由来

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.45, no.2, pp.60-67, 2001-07

著者

ハリス A.J. 高木 和子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.8, no.4, 1965-09

著者

足立 幸子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.55, no.4, pp.157-164, 2013-09-17 (Released:2017-03-02)

著者

松田 典子 岡田 明

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.58, no.2, pp.97-107, 2016-08-12 (Released:2016-11-04)

参考文献数

9

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This study investigates certain aspects of the reading process including starting location, reading direction, and eye movements within an 8 x 8 matrix made up of Japanese katakana characters representing either meaningful or meaningless content. Two experiments were conducted with both involving two task-conditions. Within Experiment 1, participants in one task-condition were asked to merely read matrices without specific instructions about content meaning, while participants in another task-condition were instructed to read quickly. In Experiment 2, all participants were asked to search and report whether matrices were meaningful, but participants in one task-condition were asked to read quickly while those in another task-condition were instructed to read accurately. The results indicate that, when instructed to read quickly, participants were more likely to read from the top-left corner and move to the right. Regardless of content meaning or instructions, reading from the top-right corner and moving to the left was less frequently, which suggests that it is regarded as being more difficult. Experiment 1 results indicate that searching for meaning was not a significant factor. The findings from both experiments suggest that both starting location and reading direction are influenced by the instructions provided.

著者

石田 喜美

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.50, no.3, pp.94-104, 2007-03

著者

深谷 達史 小山 義徳

出版者

日本読書学会

雑誌

読書科学

巻号頁・発行日

vol.55, no.4, pp.115-126, 2013

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<p>This study examined students' difficulties of explanation activity in university lecture class. Study 1 examined the students' impression to the explanation activities, and the result showed that most of the students thought the activity positive manner. However, the result also suggested that many students felt anxious of the activity because they were not sure how to explain. In Study 2, to reduce their anxiety, students were instructed to give examples for topics hard to understand and to check listeners' understanding. The results showed that although students' confidence to their explanation rose after the instruction, most of their examples just mimicked what on the texts, and some contained inappropriate examples. Based on these results, we discussed the way of effective instruction for explanation activity.</p>