Support Through Homework for Learning to Read and Write Kanji: Second-Grade Pupils

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  • JO Kinbi
    Graduate School of Teacher Education, Tokyo Gakugei University
  • FUJII Atsuko
    Graduate School of Teacher Education, Tokyo Gakugei University
  • YOSHIDA Yuri
    Graduate School of Teacher Education, Tokyo Gakugei University
  • MAKINO Yuta
    Graduate School of Teacher Education, Tokyo Gakugei University
  • KOIKE Toshihide
    Department of Education, Tokyo Gakugei University
  • OHTA Yuko
    Suzugamori Elementary School

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Other Title
  • 通常学級のホームワークによる漢字読字・書字の学習支援に関する研究
  • 通常学級のホームワークによる漢字読字・書字の学習支援に関する研究 : 小学2年生を対象とした検討
  • ツウジョウ ガッキュウ ノ ホームワーク ニ ヨル カンジドクジ ・ ショジ ノ ガクシュウ シエン ニ カンスル ケンキュウ : ショウガク 2ネンセイ オ タイショウ ト シタ ケントウ
  • ―小学2年生を対象とした検討―

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The present study examined effectiveness of a method of classroom support for teaching reading and writing kanji through homework, as an early intervention to prevent learning difficulties. Participants were 276 second-grade pupils. In the first stage of the intervention, the children were given homework once a week with support for reading and writing. The support for reading was homework exercises in which the reading of kanji and pictures of their meaning were associated. The support for writing facilitated the students' ability to detect the parts of the kanji. The homework was study material that could be substituted for daily exercises in the classroom. In the second stage of the intervention, homework with specialized support for writing was provided for those children who had not shown progress during the first intervention. After the two interventions with reading, many of the children in the intervention group whose scores had initially been below the 26th percentile on tests of reading and writing kanji showed progress in reading kanji, compared to a control group. After the first intervention with writing, the children in the intervention group whose scores had been below the 26th percentile had an enhanced ability to detect the parts of kanji, and showed improvement in writing kanji. These results suggest that support through homework for teaching reading and writing kanji may be effective in preventing learning difficulties in second-grade children.

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