著者

濵田 秀行 秋田 喜代美 藤森 裕治 八木 雄一郎

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.58, no.1, pp.29-39, 2016-03-31 (Released:2017-01-12)

参考文献数

10

被引用文献数

2

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This study investigates the effects of childhood reading experiences on adult consciousness, motivations and activities through structural modeling of their relations as mediated by individual annual income. Adult respondents (N=5,258, age range=20-69 years) completed a questionnaire and the results of analyses conducted for 2,589 respondents for whom annual income information was obtained suggest that childhood reading experiences have a relatively stronger influence on adult consciousness, motivations and activities than individual annual income. Moreover, the results of multiple population analysis conducted for 1,070 adults with less than ten years of work experience and 1,204 adults with more than ten years work experience indicate that (1) childhood reading experiences had strong influences on adult consciousness, motivations and activities in both populations, and (2) childhood reading experiences only had a significant effect on annual incomes for the group with more than 10 years of work experience. These results suggest that childhood reading experiences are important variables that impacts on the psychological fulfillment of adults. Thus, this study concludes that childhood reading experiences are strongly associated with adulthood consciousness, motivations and activities.

著者

小野田 亮介

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.64, no.2, pp.53-68, 2023-05-30 (Released:2023-07-16)

参考文献数

13

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本研究の目的は,日本の成人による図書探索の特徴を明らかにすることである。予備調査では,大学生(n=209)に本の選び方に関する自由記述を求め,図書探索で参照する24の情報源と,図書探索志向性を測定する項目を抽出した。研究1では,大学生を含む成人(n=346)を対象とした調査を実施し,図書探索において外的指標を重視する「レビュー参照志向」と,直感や偶然性を重視する「セレンディピティ志向」の2因子から構成される図書探索志向性尺度を作成した。研究2では,750名の成人を対象として(1)図書探索における情報参照と,(2)図書探索志向性の傾向が読書行動といかに関連しているかについて,読書者と不読書者の対比による検討を行った。分析の結果,成人は本の内容に関する情報源と,本との出会いの偶然性を重視して図書を探索していることが明らかになった。また,図書探索において偶然性を重んじるセレンディピティ志向性が読書行動をとる確率を高める可能性も示された。これらの結果から,偶然性や直感に基づく図書探索を支援することが成人の読書行動を促す可能性が示唆された。

著者

上田 紋佳 猪原 敬介 塩谷 京子 小山内 秀和

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.3, pp.121-133, 2017-10-06 (Released:2017-12-14)

参考文献数

20

被引用文献数

1

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This longitudinal study examines the effects of reading specific genres(fiction,nonfiction,and picture books)on vocabulary growth and reading comprehension skill in elementary school students through two surveys;one at the start of the study and another one year later. Administered to 58 children,the surveys were conducted in the Decembers of their third and fourth grades,respectively. The number of books borrowed from the school library was used as an index of the amount of reading done by the students and the genres of the borrowed books were identified using the Nippon Decimal Classification. Vocabularies and reading comprehension skills were measured using the Reading-Test(Fukuzawa & Hirayama, 2009), which is a standardized test for Japanese students. The results indicated that amount of reading significantly accounted for the variances observed in the childrenʼs vocabulary and reading comprehension scores one year later after controlling for their scores when they were at third grade. Moreover,the amount of reading for nonfiction material significantly predicted gains in reading comprehension skills,although the amounts of reading for fiction and picture books did not.

著者

大久保 紀一朗 和田 裕一 窪 俊一 堀田 龍也

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.3-4, pp.128-142, 2020-02-20 (Released:2020-03-26)

参考文献数

39

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Japanese comics (manga) are now one of the most popular reading media among young generations. However, the cognitive mechanisms that might underlie reading comprehension of manga remain unknown. This study aimed to clarify the characteristics of reading comprehension of manga with respect to the functions of working memory. In this study, 61 sixth grade readers were asked to read a manga story and then complete a comprehension test based on van Dijk & Kintsch’s (1983) model of three distinct levels of text representation: the surface form, the propositional textbase, and the situation model. The participants then completed several types of working memory tests measuring verbal short-term memory, verbal working memory, visuo-spatial short-term memory, and visuo-spatial working memory. Correlational analysis and multiple regression analysis were used to assess the associations between each level of reading comprehension and each of the working memory capacities. The results showed that high-capacity readers for both verbal and visuo-spatial working memories showed a higher performance compared to other readers in the process of textbase comprehension, implying the involvement of integrated propositional representation of verbal and visuo-spatial information for understanding manga stories. On the other hand, verbal and visuo-spatial components of working memory were found to be separately involved in situation model processing. Based on these findings, media characteristics of manga and its potential usefulness as a learning material in language class are discussed.

著者

渡邉 幸佑

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.64, no.1, pp.1-13, 2023-01-30 (Released:2023-03-02)

参考文献数

16

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「事実」と「意見」の区別は重要視されているが,従来の区別の基準で「事実」と「意見」を明確に区別することは難しい。従来,書き手/話し手がどのような目的で述べたのかという観点は十分に検討されてこなかった。そこで,本稿では,発話行為論における適合方向性の概念を踏まえ,「事実として述べた文/発話」と「意見として述べた文/発話」を定義した。「言葉を世界へ」という適合方向を持つ,書き手/話し手が真であると思い述べた文/発話は,「事実として述べた文/発話」である。「世界を言葉へ」という適合方向を持つ,書き手/話し手が読み手/聞き手の信念を変化させようと述べた文/発話は,「意見として述べた文/発話」である。

著者

幸田 国広

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.2, pp.65-75, 2015-01-31 (Released:2017-02-08)

被引用文献数

1

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“Run Melos” whose earliest text has been given many layers of historical significance with passing time, had, in the first place, a narrative structure that tended to inspire the building of moral character. Therefore, after the implementation of the special course in moral education 1958, it has continued to be adopted as reading material for moral education. It was also adopted as materials for teaching Japanese language education. From the time when the reading materials for senior high and junior high schools were mixed, as seen during the early years when materials were being selected for incorporation into the curriculum, leading up to the time when the story was stabilized for use in the second year of junior high school, there had been a the tendency in using it for lower and lower grades. During that period. a portion of the story was omitted for the use in junior high school, showing the tendency for simplification, similar to what was seen in adapting reading materials for moral education. This is attributed to what was basically literary teaching material having been tossed between two different objectives- using it for the development of moral values or using it for the development of reading comprehension. On the other hand, “ran,and it promoted generalization of the learning instruction to read the feelings of the character as subject contents of language arts that it was with the popular teaching materials, and it was with whole sentence transcription, and Melos” was an identification of the outlook on teaching materials of language arts to desire value of the literature rediscovery of shaking and the weakness of the human heart with the fashion of the reading and understanding instruction. However, the generalization of such a learning instruction produced “correct answer” = “item of virtues” principles, “the principle of feelings center” and the criticized actual situation later and was to contain “secret moral education”. “Run, and Melos” continues keeping the position as “the constant seller teaching materials” as the typical teaching materials indicating the ambiguity which education to read the literature teaching materials has in this way until today in the after 1970s.

著者

石田 喜美 菊池 真衣

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.2, pp.80-93, 2017-05 (Released:2017-05-29)

著者

高木 まさき

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.3, pp.147-156, 2016-10-31 (Released:2016-12-07)

参考文献数

13

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The inquiry from the Minister of Education, Culture, Sports, Science and Technology (2014) aimed for the development of the new curriculum and the Central Education Council Reports suggesting how the reform on linking high school education to university education has both similar educational objectives of implementing active learning from primary to high school education. Active learning has been strongly emphasized because the quality of learning is under discussion and it shows that improvement of classes through language activities has not been sufficient. In the future practice and research of Japanese Language education, it is crucial that activities that fully implement Japanese language and linguistic functions are repeatedly conducted.

著者

相羽 美幸

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.38-48, 2009-03

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.52, no.3, pp.113-127, 2009-06

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.52, no.3, pp.113-127, 2009-06

著者

福田 由紀 楢原 拓真

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.57, no.1-2, pp.23-34, 2015-07-06 (Released:2017-01-28)

参考文献数

23

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The present study investigates the effects of reading aloud with appropriate emotions on the reader's feelings. The participants in our series of experiments were university students. Two positive stories were selected through a pilot study. In order to identify the characteristics of reading aloud with appropriate emotions, the participants rated their impressions of reading with and without appropriate emotions in Experiment 1. The results indicated that reading aloud with appropriate emotions has the following four features: appropriate intonation, appropriate stress, use of voice tones that match the feelings of the story protagonists, and clear vocalization. In contrast, reading aloud without appropriate emotions only has the feature of clear vocalization. In Experiment 2, we hypothesized that only reading with appropriate emotions would elicit within the reader similar feelings to those portrayed in the story. This is because a reader needs to deeply understand the story content and protagonists' feelings in order to read aloud with appropriate emotions. We had participants read a positive story in two ways, either reading aloud with or without appropriate emotions, and rate their emotional states both before and after reading in each condition. The results of a 2 x 2 (manner of reading x period of test) within-subjects ANOVA revealed that participants only felt better after read a positive story aloud with appropriate emotions. We argue that this is because the manner of reading aloud with appropriate emotions functions as a kind of trigger for emotionally engaging a reader with a story and its protagonists.

著者

荷方 邦夫

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.1, pp.1-12, 2018-03-23 (Released:2018-04-17)

参考文献数

31

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Since art is a form of media representation, understanding and representing art can be discussed within the framework of media literacy. Additionally,as literacy is the fundamental characteristic of educational capacity and function, or culture, art education also needs to be discussed from the perspective of literacy. This paper aims to reconstruct the concept of art and art education from the perspective of literacy and record its practice. Therefore,this study reviews domestic and international research contributing to the relationship between art and literacy,offering new proposals for the concept of art literacy. Art is constructed physical and semantic information, so literacy can be discussed from the perspective of understanding information. The concept of“Kansei”(aesthetic sensitivity) is the important element that differentiates art education from other education and it should be discussed even when examining art from the perspective of literacy.

著者

藤木 大介

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.3-4, pp.165-177, 2020-02-20 (Released:2020-03-26)

参考文献数

32

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Previous studies of phrase production process in English have indicated that conceptual level accessibility of a word affects a functional process when grammatical roles such as subject, object, and so on, are attached to each word. Consequently, the resulting the functional process concerns decisions regarding word order in a positional process. Studies have also indicated that lexical level accessibility directly affects the positional process, which is related to decisions regarding coordination word order. Studies of Japanese, however, have indicated that conceptual level accessibility affects both functional and positional processing,but it remains to be considered whether lexical level accessibility affects positional processing. In this study, the first three experiments investigated whether an adjective with higher lexical level accessibility in a noun phrase with two attributive adjectives tends to be preposed. Drawing on previous studies, experiment 1 asked participants to memorize noun phrases and to recall two adjectives with the head noun as a cue; experiment 2 asked participants to sort two adjectives to fit a head noun and to wrap up a noun phrase. The results show no difference in the order of adjectives related to accessibility because the production process for noun phrases in these tasks is affected by direct priming. Experiment 3 presented head nouns to participants and asked them to fill in two blanks with suitable adjectives. The results show that attributive adjectives with higher familiarity tend to be preposed. To investigate replication in other expressions, experiment 4 presented coordinate conjunctions to participants and asked them to fill in two blanks with suitable nouns. The results show that nouns with fewer characters tend to be preposed. These results indicate that, although weaker in effect, lexical level accessibility affects the positional process in Japanese phrase production.

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

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.108-108, 2016-08-12 (Released:2016-11-04)

著者

近藤 万里子 佐々木 沙和子 星山 麻木

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.63, no.3-4, pp.111-123, 2022-09-26 (Released:2022-10-07)

参考文献数

24

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In this study, we used the Rashomon method to interview 8 supporters about the specificities of the language development of the child with ASD and their relationships. The subject child did not produce significant words even during the language acquisition period, but he rapidly acquired language between the ages of 4and 5 years. Interview results reported that the age at which he was able to read varied among interviewees. It was also found that this was influenced by environmental factors. Not only that, the timing of acquisition of “reading” and “speaking” was also seen to be different from that of children with typical development, indicating the uniqueness of language development in children with ASD.

著者

内田 伸子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.58, no.3, pp.109-121, 2016-10-31 (Released:2016-12-07)

参考文献数

12

被引用文献数

1

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経済協力開発機構(ECD)が15歳を対象にして3年毎に実施している国際学力比較調査(PISA調査)や文科省が小6,中3を対象に毎年実施している全国学力学習到達度調査の結果は,小中高校生が活用力(論理力や記述力)が育っていないということを明らかにしている。活用力を習得した知識を活用して応用問題を解決したり,自分の考えを相手にわかるように表現し記述する力,いわゆる結論先行の因果律を習得することが不可欠である。しかし結論先行の因果律は,時系列因果律表現をその特徴とする日本語談話に馴染んでいる子どもは自然に使えるようにはならない。そこで筆者は熊本大学附属小の先生方と結論先行の因果律を習得するための授業デザインとしてメタ認知を活用した「論理科」の開発に取り組んだ。本稿では,考える力を育むためのことばの教育として「論理科」プログラム,すなわち,日本型言語技術の教育」を提案し,論理科実践の効果測定の結果を報告する。

著者

藤森 裕治

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.3, pp.133-146, 2016-10-31 (Released:2016-12-07)

参考文献数

24

被引用文献数

1

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The purpose of this study is to review educational content in the teaching of “traditional language culture” based on the concept of Cultural Literacy (E. D. Hirsch), and to show the requirements to foster a literacy that is necessary to the understanding of traditional Japanese culture. To execute the purpose, an investigation and an analysis of the vocabulary, which should be acquired for understanding culture in Japanese language textbooks, were performed. The subject of the former was how the basic vocabulary appeared in textbooks, and the later was what cultural concepts the vocabulary represented. Moreover, this study selected words relevant to “Moon”, which was a one of key words in understanding traditional Japanese culture, and extracted them from the Japanese language textbooks (H. 23rd edition) for elementary schools.Four conclusions were drawn from the results of this investigation;1) Whereas the numbers of appearances of words relevant to “Moon” were 11 individual words occurring a total of 94 times in the textbooks of H. 18th edition, they were 28 individual words a total of 261 times in the H. 23rd edition, which, due to the matter of guidance for the education of Japanese language in Elementary schools, had “traditional language culture” implanted as a design focus.2) The appearance rate of the words was approximately 16% of the whole (42 words) in classics, approximately 19% (50 words) in poetry, and approximately 65% (169 words) in stories and non-fiction that were written in modern language.3) “Moon” is commonly considered symbolic of the autumn season, however, in the present elementary schools' Japanese language textbooks the vocabulary is used in relation to all seasons.4) The vocabulary relevant to “Moon” represented feelings of loneliness and symbolized the item of leading to a fantastic world as well as symbolizing seasons and representing elegance. The next point is implied by the previous conclusions.The vocabulary relevant to “Moon” in elementary schools' Japanese language textbooks appears throughout various types of texts. The vocabulary is uniquely symbolic of natural beauty in Japan across all for seasons, and has a symbolic character, which looms over those living in loneliness and isolation. These cultural concepts should be acquired through the learner-centered collaborative education by focusing on vocabulary relevant to “traditional language culture” embedded in various types of texts and learners' lives.

著者

渡部 洋一郎

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.58, no.1, pp.1-16, 2016-03-31 (Released:2017-01-12)

参考文献数

14

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The Toulmin Model has traditionally been used as a framework for discerning the structure of an argument and as a model for analyzing the relations among the elements in an argument. In recent years, many advocates have claimed that the model can serve as a foundation for cultivating argumentation abilities. Furthermore, some studies have mentioned benefits from using the Toulmin Model, such as allowing for due consideration of the uncertain elements in everyday logic and making easy-to-overlook problems more obvious by differentiating between the evidence and the reason within the argumentation process. However, despite these benefits, the following questions have also arisen:(1) Why is Backing (B) required for Warrants (W), but not for Datum (D)?(2) Should the attachment of Qualifiers (Q) and Rebuttal (R) to Datum (D) and Warrants (W) depend on the situation?(3) Can Backing (B) be regarded as corresponding to Datum (D) when considering Warrants (W) as one Claim (C)?These questions suggest that there is room for modification in the model's six-item layout.Aiming to answer these questions, this paper argues for the following four conclusions with respect to questions (1) and (2). First, as a consequence of Warrants (W) being hypothetical statements and implicitly demonstrated elements, Backing (B) elements are necessary to categorically prove that Warrants (W) are justifiable. Second, since Warrants (W) are broad facts that retain a degree of ambiguity inherent within conjectures and interpretations, Backing (B) can reduce the ambiguity of Warrants (W) themselves, and increase their certainty, whilst simultaneously providing Warrants (W) with logical grounds as a premise. Third, even if Datum (D) is a categorical statement of a fact, there is a broader assertion that cannot be qualified by this element alone. Fourth, as a consequence of ambiguities that cannot eliminate the latent uncertainties within Warrants (W), adverbial phrases such as “probably” and “perhaps” should be required as Qualifiers (Q).Based on these conclusions, this paper proposes a new layout of the Toulmin Model for the process of argumentation, by discussing, among other topics, whether it is possible to treat Datum (D) as a categorical statement of fact or Warrants (W) as universal propositions.