本研究では,文字を読みはじめた時期の子どもの読解力レベルごとに関係する要因を明らかにすることを目的とした。読解力レベルを3つに分け,1群は短文課題も理解できないもの,2群は短文課題が理解できるもの,3群は文章課題が理解できるものとした。読解力に関係する要因として想定される読みの速さ・理解語彙能力・言語処理を伴った作動記憶と読解力との関係について検討を行った。その結果,読解力と読みの速さ・理解語彙能力・言語処理を伴った作動記憶にはそれぞれ有意な相関が得られた。また,読解力1群と2群では成績に差が見られたのは読みの速さであり,読解力2群と3群では読みの速さ・理解語彙能力・言語処理能力であった。このことから,短文理解には読みの速さが一定速度以上の必要があり,音韻的な符号化の効率性と読解力の関連性が示唆された。また,文章理解には音韻の符号化が一定速度であることに加えて,理解語彙能力と言語処理能力が必要であることが示唆された。

In the present study, we investigated the relationship between reading comprehension and subcomponents of reading comprehension in children who have begun to read characters at every comprehension level. We divided the reading comprehension levels into 3 grades. Individuals in the first group did not understand a short sentence, individuals in the second group understood short sentences, and individuals in the third group understood paragraphs. We examined the relationships between reading comprehension and subcomponents, such as reading speed, vocabulary, and working memory with language processing capacity. Results indicated that there was a significant correlation with reading comprehension and ability for reading speed, vocabulary, and working memory with language processing capacity. In addition, reading speed was significant in the first group and second group. Reading speed, vocabulary and working memory with language processing capacity were significant in the second group and third group. It was necessary to achieve higher constant reading speed for short sentence understanding. Therefore, effectiveness of phoneme encoding was suggested to be relevant to comprehension. In addition, it was suggested that vocabulary and working memory with language processing capacity were necessary along with constant speed for phoneme encoding for sentence understanding.

原著

Original Article

国立情報学研究所で電子化