Abstract
This study investigated the effect of LeapFrog Tag Reading System, where each picture plays music and sound effects that vary each time children click, in English classes at an elementary school in Tokyo. The results of t−tests for the scores of closed questionnaires regarding reading before and after the program revealed that there were not significant differences between them. Thus, it can be said that the students’ attitudes toward English reading did not change significantly during the program. However, results of t−tests for the scores of vocabulary tests before and after the program revealed that there were significant differences between them in six out of ten items. The scores of post−vocabulary test were significantly higher than those of pre−vocabulary test. Thus, the activities using Tag Reading System seemed to be effective for increasing their vocabulary. Also, the chi−square test revealed that most of the participating students enjoyed learning English using Tag Reading System.
