日本語母語児童の漢字の読みにおけるモダリティ間のバインディングの役割

The Role of Cross-modal Binding in Reading Kanji by Native Japanese Children

小田 真実

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This study examined the role of working memory, especially the role of cross-modal binding, in reading of Kanji letters in 75 elementary school children studying in the second and third grades. I predicted that cross-modal binding ability would explain students’ performance in reading words containing Kanji, reading Kanji words with okuri-gana, and reading sentences containing Kanji, after controlling for phonological loop and visuo-spatial sketchpad. The analysis results showed that there was no association between the reading performance of words containing Kanji and all elements of working memory. On the other hand, a relationship was identified between cross-modal binding and reading performance of Kanji words with okuri-gana and sentences containing Kanji. The study findings suggest that measurement of cross-modal binding ability may be useful as a screening index for students at risk for difficulties in Kanji reading.

working memory

episodic buffer

Kanji reading

ワーキングメモリ

エピソードバッファ

漢字の読み

日本語

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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