Abstract
The aim of study #1 was to weigh the familiarity and imageability of children in the fifth to eighth grade age bracket against the corresponding values of adults. The aim of study #2 was to examine the effects of lexical properties on printed kanji word comprehension, reading aloud, and word auditory comprehension in fourth grade children. The lexical properties used in study #2 were familiarity, imageability, and grade of acquisition. Study #1 revealed that familiarity values rated by children had slightly different trends from those of adults. Some high-familiarity words in adults were considered low-familiarity words in children. Because of this result, the lexical properties of children were used in study #2. Study #2 demonstrated that imageability had the strongest influence on printed Kanji word comprehension and word auditory comprehension. Grade of acquisition had the most effect on reading aloud, followed by imageability. The results of this study using lexical properties rated not by adults but by children suggest that learning starts with words in which the ease of recalling a sensuous image is effective for improving printed kanji word comprehension, reading aloud, and word auditory comprehension in children.
