The objective of this study is to examine how the “Tsuribashi Watare” (Crossing a Suspension Bridge) teaching approach has been implemented. This is motivated by the observation that the textbook incorporates a binary opposition of the individual versus the collective; a structure that is becoming less compatible with contemporary educational contexts.
　The research method adopted is to examine the goals of the textbook’s lessons (units) and the “Learning Guides” and to analyze the “Practice Reports”. The results indicate that prior approaches to reading the textbook have focused primarily on understanding Tocco’s emotions and transformations. However, this pedagogical focus on individualism and emotionalism runs the risk of converging on interpretations that serve solely to achieve its instructional goals. Moreover, while the method asserts the contrastive structure of the individual versus the collective, it does not necessarily foster critical reading of the textbook materials.
　From the perspective of respecting diversity in the future, we need to explore ways of reading that differ from narrow focuses on individualism and emotionalism. Future tasks include proposing alternate approaches that differ from character- and sentiment-based methods, that draw on the research findings from practical-historical studies of literature-focused educational materials, as well as conducting cross-curricular surveys of instruction methods with other teaching materials and reviewing the achievements and issues of lesson practices within Japanese language education.

　This study proposes some instructional strategies to help learners select, integrate, and effectively utilize suitable reading strategies to improve their reading comprehension. In order to select an effective strategy, learners need to be aware of the options available. However, when presented with a set of reading strategies within a printed table format, learners may not be able to efficiently eliminate irrelevant strategies from the presented candidates, which can lead to redundant drains on working memory and hinder comprehension. Thus, in this study, 42 reading strategies were specifically designed as playing cards to facilitate learners in eliminating irrelevant strategies from consideration. A paired two-tailed t-test conducted for the test scores of the participants provided with the cards to use revealed a significant improvement in selection performance. Moreover, analysis of the participants' written compositions and other data indicated that the learners were able to improve their reading comprehension by selecting, integrating, and applying appropriate reading strategies.