An Introduction to The National Language Research Institute:
A Sketch of its Achievements
Third Edition(1988)/
HTML Version(1997)
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II.4.5 The Language Ability of Children
in the Pre-reading Period
(Report 7, 1954. 217 pages)
How many hiragana, katakana, and kanzi can children read
and write when they enter primary school? How much skill in
pronunciation, vocabulary, and grammatical consciousness do
they have? How do they develop? What are the factors that
influence this development? We made a study of these
questions and tried to make clear the real conditions of
reading at home and language teaching at school during this
period. We decided on the basis of the minute data of
several tests, that the pre-reading period lasts from the
April when children enter school to December of that year, by
which time children can read hiragana and short sentences and
can understand the meaning of a passage. The phenomena of the
development during this period have been reported on, centering on
the ability to read and write hiragana.
Also, we established the outlines of the relationship of
language ability to the factors of age, intelligence,
personality and environment; the condition of reading at home
before and after entrance; the relationship between
reading and language ability, and the real conditions of
language textbooks and teaching in the pre-reading period; we
have also presented a sample class at the beginning of school,
and a bibliography of Japanese literature on language
ability in the pre-reading period and of similar studies in
foreign countries.
This survey was made by KOSIMIZU Minoru, TAKAHASI Kazuo,
ASIZAWA Setu, MURAISI Syo~zo~, and OKAMOTO Keiroku.
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