抄録
The purpose of this study is to examine the extent of Japanese elementary school students’ knowledge of English letters. Third- to sixth-grade students at a public elementary school were assigned four different tasks to assess their letter knowledge in various aspects. The results revealed that each aspect of letter knowledge had already progressed in acquisition at the onset of English learning, albeit to varying extents. Subsequently, nearly complete acquisition had been achieved in every aspect by the sixth grade. Uppercase letters were generally acquired earlier, followed by lowercase letters, although discrepancies in the acquisition levels between uppercase and lowercase letters persisted in some aspects. Factors potentially influencing acquisition included visual features of letter shapes, phonological features of letter names, alphabetical order, letter frequency, and knowledge of romaji (Romanization of Japanese).
https://ror.org/03zyp6p76 
