kokugokakyouiku

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In recent years, there has been a growing interest in reading with a focus on “narration” in Japanese language studies. Practical research has highlighted the significance of focusing on “narration” when learners read instructional materials. However, there has not been much research on how to teach the concept of “narration”.

Therefore, this practical study attempted to teach the concept of “narration” to first-year junior high school students through a fictitious “diary creation” and learning activities centering on the narrative of “Gongitsune,” and examined whether learners could grasp and utilize the concept. By comparing the learners’ impressions of “Gongitsune” before and after the entire program, it was found that they understood the concept of “narration” and were able to use it when reading the work. Therefore, the method of teaching the concept of “narration” in this practical study was effective.

However, this practical study was an attempt to teach the concept of “narration” as an introduction, and it is necessary to continue to examine teaching methods through practical research.

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This research material aims to record and examine the teaching of reading at the beginner’s level in the United States, focusing on “guided reading.” It deals with introductory instruction as described in Albert J. Harris’ book How to Increase Reading Ability: A Guide to Developmental and Remedial Methods (co-authored with Edward R. Sipay from the 6th edition, published in 1975). According to this book, from the 1950s to the 1990s, guided reading consisted of increasingly more diverse learning activities. In 1996, the following research book, which realized “formulating the questions,” was published: Fountas, I. C., & Pinnell, G. S., (1996). Guided Reading: Good First Teaching for All Children. NH: Heinemann. Through a consideration of the “formulated questions,” it was clarified that the goal of guided reading is for the student to acquire the ability to read while “self-correcting.” Furthermore, I specifically presented the guided reading class that I observed in Wisconsin in 2001, and provided considerations.

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