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ID 30003
FullText URL
Author
Miyasako, Nobuyoshi
Abstract
This study examined the relationships between the efficiencies of phonological coding and lexical access of written words and reading comprehension for Japanese senior high school students of English. The primary objective was to verify the speculations on how oral reading practice helps to develop reading comprehension skills: (a) it improves the efficiency of phonological coding; and (b) it enhances the efficiency of lexical access. The efficiencies of phonological coding and lexical access were measured as the articulating speed of written words and as Stroop interference (Stroop, 1935) respectively. The results showed that there was a significant relationship between the efficiency of phonological coding and reading comprehension, which supported speculation (a), but that there was no significant relationship between the efficiency of lexical access and reading comprehension, which refuted speculation (b). Some pedagogical implications were also suggested.
Note
This is the institute's copy, as published in Annual Review of English Language Education in Japan, Mar 2004, Volume 15, Pages 159-168.
Published Date
2004-03
Publication Title
Annual Review of English Language Education in Japan
Volume
volume15
Publisher
Japan Society of English Language Education
Publisher Alternative
全国英語教育学会
Start Page
159
End Page
168
ISSN
1344-8560
NCID
AA10890588
Content Type
Journal Article
language
英語
Copyright Holders
全国英語教育学会
File Version
publisher
Refereed
True
Submission Path
english_languages_and_literature/3