In this study, we used the Rashomon method to interview 8 supporters about the specificities of the language development of the child with ASD and their relationships. The subject child did not produce significant words even during the language acquisition period, but he rapidly acquired language between the ages of 4and 5 years. Interview results reported that the age at which he was able to read varied among interviewees. It was also found that this was influenced by environmental factors. Not only that, the timing of acquisition of “reading” and “speaking” was also seen to be different from that of children with typical development, indicating the uniqueness of language development in children with ASD.

View full abstract

 The Purpose of this research is to reveal the feature of Minoru Koshimizu's literary education in the point of view of “appreciation”. In research, the feature of Minoru Koshimizu's literary education is compared with the feature of literary education of Minoru Nishio.
 As a result, Koshimizu and Nishio focus on appreciation in their theory , but they have a difference about behavior toward socio-cultural environment surrounding children. Koshimizu points out that various culture (for example comic, TV show, movie, and so on) affect children's life, and emphasize limitation of literary education. Koshimizu accepts socio-cultural environment at that time. On the other hand, Nishio think that such culture isnegatively effectschildren'slife, and it wasliterary education that improve children's life. For that reason, Nishio capture literary education to overcome children's life. Nishio contradicts socio-cultural environment at that time.
 Such Koshimizu's think of literary education emphasize limitation of literary education, and lead to think “What's should be do in literary education?”. Eventually, in this question, in 1960's, Koshimizu formulate “Literary appreciation skills”, which is the point should be paid attention in literary's appreciation.
 As such a point, the behavior towards socio-cultural environment is attitude throughout Koshimizu's life, so it is suggested that hisbehavior isvery important in Koshimizu's study.

View full abstract

 In this study, to encourage university students to read, we adopted a reading method called Focused Reading (FR) and provided them with three days of reading instruction and two weeks of reading practice support for books with uncomplicated content (e.g., self-help books). FR is a method of reading in which skimming and the Preview, Question, Read, Summarize (PQRS) learning strategy are both applied. Thirty-six undergraduates participated in the study, and the final results from thirty-three students were used to verify the effectiveness of the reading instruction. In this study, we did not prepare a control group but used a technique called “the constructive method” to examine the effects. The participants were divided into two groups based on the amount of reading they had done in the preceding year, and the between-group differences in the effects of reading instruction were examined. Results showed the amount of reading of general books increased significantly over the following three months of the semester as compared to pre-intervention. In addition, the average amount of reading of university textbooks and other academic books, which were not the subject of instruction, also increased significantly, although there were seven students who did not read at all. In the case of the low-reading group, although there were some areas for which the instruction did not have a clear effect, results suggest it helped increase the amount of reading and engaging in reading behavior for most of the students.

View full abstract

 “Instrument” is one of the most important keywords at the beginning of Chinese Curriculum Standard-Based Assessment. By studying the connotation of “Instrument,” we can understand the characteristics of National Language Education in China and lay the foundation for comparative research with Japanese Language Teaching, which has many common educational contents with China. This study focuses on the Curriculum standards since 1949, divides them into three time periods: 1. the emergence of “Instrument” and its connection with subjects; 2. the connotation of “Instrument” converted into “bun”; 3. purification of the connotation of “Instrument”; and grasps the connotation of “Instrument” diachronically. As a result, this study identifies “Unification of bun and dou” consisting of knowledge and competence related to language and literature (‘bun’) and ideology related to feelings, attitudes, values (‘dou’), and its process of change. Since the early Postwar Period in Japan, the education of knowledge and competence as well as education related to feelings, attitudes, values have been included in the curriculums of each period, and the issue of how to harmonize these two educations has been discussed so far. Therefore, the findings of this study can provide a powerful framework for exploring the goals, content, and methods of National Language Education in China, for comparison with Japan, and for understanding and explaining similarities and differences in learning outcomes for students in both countries when based on the same teaching materials and tasks.

View full abstract