読解力とリコールテスト方略 : 自由記述分析による読解方略、記憶方略、メモ方略を中心にして

抄録

This study investigated (a) what strategies Japanese university students employed in taking a recall test and (b) whether there were differences in reading patterns, strategies and reading tithes between test-takers with high andlow reading abilities measured by two reading comprehension tests. 100 Japanese university students were required to immediately write sellreports about what kinds of strategies they had employed in order to comprehend and recall a text. Results indicate that there was no significant difference in reading patterns between the two groups. Moreovei both groups of readers used similar kinds of strategies in terms of comprehension, memory and note -taking strategies: skimming the text to get the general meaning, guessing the meanings of unknown and difficult word identifying the main idea, utilizing text structure, focusing on details, skipping, translating, focusing on ke,v words. identifying and marking sense groups among sentences, underlining, marking and other strategies. However both groups differed in their use of comprehension, memory and note-taking strategies and the lengths of their reading times. The students with high reading ability reported a significantly greater use of top down or global strategies in terms of memory strategies, while those with low reading ability employed more comprehension and memory strategies having to do with Japanese translations.