児童の文章記憶・理解に及ぼすつぶやき読みと黙読の効果

The effects of whispering-to-oneself and silent reading on text memory and comprehension in children

松見 法男

古本 裕美

見附 藍

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

An experiment was carried out to investigate the effects of whispering-to-oneself reading on text memory and comprehension in children (6th grade). A2×2 factorial design was used in the experiment: the first independent variable was whispering-to-oneself or silent reading, the second was large- or small-working memory span which were measured by the reading span test (RST). Four aspects of the text memory and comprehension were observed as dependent variables: text memory both on the literal level and the phonological level, and text comprehension both on the surface level and deep level in semantic processing. The main results were as follows: (a) whispering-to-oneself reading had better performances both in the literal memory of text and in the surface semantic processing level of text information, and (b) individual differences of working memory span affected both on text memory on the phonological level and on text comprehension on the deep level. These findings were discussed in terms of semi-outer and semi-inner vocalization of words and phrases in the sentences, and distribution of processing resources in working memory.

児童の文章記憶・理解

つぶやき読み

黙読

作動記憶容量

意味処理レベル

children's text memory and comprehension

whispering-to-oneself reading

silent reading

working memory span

semantic processing level

心理学 [ 140 ]

日本語

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5546

[NCID] AA11618725