{"created":"2025-04-16T06:06:09.371114+00:00","id":2001737,"links":{},"metadata":{"_buckets":{"deposit":"188e81f5-1911-41dd-af77-49384b5cae2c"},"_deposit":{"created_by":5,"id":"2001737","owner":"5","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"2001737"},"status":"published"},"_oai":{"id":"oai:fukuoka-edu.repo.nii.ac.jp:02001737","sets":["71:77:1743572664162"]},"author_link":["11552","11304","11303","216"],"control_number":"2001737","item_12_biblio_info_7":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicIssueNumber":"74","bibliographicPageEnd":"44","bibliographicPageStart":"37","bibliographic_titles":[{"bibliographic_title":"福岡教育大学紀要. 第六分冊, 教育実践研究編","bibliographic_titleLang":"ja"},{"bibliographic_title":"Bulletin of University of Teacher Education Fukuoka. Part VI, Research for teaching practice","bibliographic_titleLang":"en"}]}]},"item_12_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究では，英語の読み書きに課題のある小学校6 年生2 名，中学校1 年生1 名，中学校3 年生1 名の計 4 名を対象に，フォニックス指導を試み，成果について検討を行った。1 週間に1 ～ 2 回の頻度で，1 回15 分間の指導を全6 回個別に実施した。本指導は，①学習するアルファベット文字とその音の確認，②発音練 習，③学習した音を使用した活動，④音声を聞いて英単語を書くという流れに基づいて実施した。本指導 の結果，4 名ともに英語学習に対する意欲の向上や意識の変容，読みや発音への効果もみられた。本指導を 通して，全対象者がフォニックスで英語の文字や音を理解するという視点が得られた。2 名についてはフォ ニックス指導の読み書きへの効果がうかがえ，文字の学習の苦手な児童生徒の英単語学習の負担軽減や苦手 意識の低下につながることが示唆された。今後，指導時間・回数の増加も含めて，対象者の実態に応じた指 導法及び指導内容の一層の検討が必要とされる。","subitem_description_type":"Abstract"}]},"item_12_publisher_18":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"福岡教育大学"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open 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