The purpose of this study is to explore in detail how students learn to read through interactions of narratives in a collaborative reading class. The reading exchange processes of which learners update their own readings by taking in others readings were concretely investigated from the perspective of “appropriation”. The studentsʼwritten work intended as a means for segmenting and capturing the reading exchange process,and the following classroom discourse processes were analyzed. As a result,the following two points were clarified. (1)Not only did the learners select from readings by others,they processed and took in these readings on the basis of how they interpreted the text;and(2)There were two different new ways in which the learners interpreted the readings within the class. One being a combination of word content in the readings by others based on how they originally interpreted the text, and the other being a production based on the studentsʼrefined interpretation within the reading exchange process.

The purpose of this study is to construct a teaching model in order to make a readersʼguide for students using the Web. A group of 36 male students,in their second year of high school,took part in this activity. The homeroom teacher provided an electronic BBS on the Web so that students could write and post their book reviews. The reviews were used to study the students attitude toward reading and writing. After analyzing the book reviews and the teacher added comments. Later,the students were interviewed about their introduction to the BBS and their answers were analyzed by using qualitative procedures outlined by Côté et al.(1993). The results revealed that“the readersʼguide BBS”encouraged students to write and read voluntarily. The BBS also served as a receptive and restrictive environment for students as well as the teacher. In that sense,the teacher played various roles such as director,adviser,facilitator,guide,writer(or contributor),classmate,etc.

When adverbs are used to evaluate certain events,the assumptions of the even stage and the fixed order among adverbs are made regardless of differences in the choice of words that follow and expressions. The purpose of the present study was to test these assumptions. Participants were 101 university students. The adverbs used in this study were selected from ones used frequently in the evaluation of the vocational rehabilitation. The adverbs included 5

teido-fukushi (i.e.,ʻyayaʼʻsukoshiʼʻhikakutekiʼʻaruteidoʼʻkanariʼ) and 4 joutai-fukushi (i.e.,ʻhotondoʼʻhoboʼʻyokuʼʻoomuneʼ). Two types of verbs followed the target adverbs:(1) verbs that express ability(ʻdekiru (be able to)ʼ--

ʻdekinai(not be able to)ʼ)and(2)verbs expressing progress(ʻsusumu(advance)ʼ---ʻokureru(lag behind)ʼ). Regarding teido-fukushi,two types of adjectives followed:(1)adjectives expressing amount(ʻooi(many)ʼ---ʻsukunai(not many)ʼ) and (2)adjectives expressing speed (ʻhayai (quick)ʼ---ʻosoi (slow)ʼ). Two evaluation methods(i.e.,the method of paired comparison and the graphical scale method)were used to evaluate the subjective magnitude of the target adverb.

Results indicated that(1)the two evaluation methods produced different subjective magnitudes. (2)compared to the method of paired comparison,when the graphical scale method was used,the order of the subjective magnitude of adverb was better maintained, and (3) concerning the adjective, or the verb as following words regardless of the evaluation methods,the adverb order of subjective magnitude remained the same. (4)Regarding the effect of constancy on the stage of the subjective magnitude of the adverb,results showed that when any adjective followed the target adverb,the range of the stage of subjective magnitude was kept the same for the two evaluation methods. However,as any verb followed,the range of the stage measured by the paired-comparison method was about two-thirds of that of the stage measured by the graphical scale method.

The present studyʼs findings suggested that the subjective magnitude change depending on not only differences in expressions but also the evaluation method of words.

The purpose of this study was putting new design into educational practice in elememtary school. New design of education was named as“Read-aloud－Focusing－Sharing Method(RFSM)”in this study. RFSM was composed with three steps in class activities of elementary school. Step1 was Read-aloud picture books that teacher read opposide to children which conducted in face to face situation. Step2 was Focusing that children projected their image of picuture books. In Step2 children painted thier condition of mind into line drawing which formulates children of their own.

Step3-1 was Sharing that they found out the point in common images of projection each other. Step3-2 was building up circle of friends and children made reflection sheet of RFSM.

The style of this study had two ways. The one was based on a point of view of clinical psychology that adopted Focusing and Sharing method in which used picture books. The other was based on a point of view of educational methodology that packages three Steps as teaching materials for 45 minutes of class activities in curriculum of elementary school.

It assumed that RFSM came into lesson of elementary school and gave a feeling of security in the class. RFSM aimed to keep mental health of children,especially focused on to reduce aggression. As a result,the observers of this study which consisted of teachers of university and charge teachers argued to supported the hypothesis of this study that came into lesson of elementary school. Most of children taked part in this study said “I enjoyed this lesson”in their reflection sheets. The rate of number of children(N＝223)that checked“enjoy”was Step1(Read-aloud)＝84%,Step2

(Focusing)＝70%,and Step3(Sharing)＝68%. Most of children gave an account of their emotion in free writing into reflection sheets that they discribed“realy enjoy”. As the result of chi-square test of that datas supported the hypothesis of this study that reduced of childlenʼs aggression. Acquiring the sence of security was confirmed quantitatively and qualitatively.

Summarizing this study,two implications were found. The first was RFSM is able to reduce childrenʼs aggression from teacherʼs Read-aloud of picture books. The second was RFSM is able to be the teaching materials to develop of building up a circle of friends in regular class activities within the domain of elementary school curriculum.