Performance information

• Linguistic characteristics of picture books and television/online videos for young children　　　　　　　　　　　　　　　
  Shinichiro Kakihana
  The Science of Reading, Volume：67, Number：1-2, First page：49, Last page：62, Mar. 2026, [Reviewed], [Lead]
  Japanese, Scientific journal
• Learning by Non-Interactive Teaching: Effects of a Fictitious Audience Video on Learning Effectiveness
  Shinichiro Kakihana; Takaaki Ito; Takashi Fukutomi
  The Japanese Journal of Educational Psychology, Volume：73, Number：2, First page：93, Last page：105, Jun. 2025, [Reviewed], [Lead]
  The Japanese Association of Educational Psychology, Japanese, Scientific journal
  DOI：https://doi.org/10.5926/jjep.73.93
  DOI ID：10.5926/jjep.73.93, ISSN：0021-5015, eISSN：2186-3075
• The Roles of Okurigana and Lexical Context in Reading Kanji Words with Kun‐Reading and Their Relationship to Reading Amount
  Shinichiro Kakihana
  Japanese Psychological Research, May 2025, [Reviewed], [Lead]
  Abstract
  
  A prevailing belief suggests that learning kanji imposes a significant burden on learners due to the need to memorize numerous character–sound pairs. This study challenges this notion through a 2 × 2 within‐participants experiment examining the effects of okurigana (present vs. absent) and context (present vs. absent) on kanji reading accuracy. A total of 124 university students read rare kun‐reading kanji words under four conditions: (a) both context and okurigana present (e.g., ズボンを佩く), (b) context present and okurigana absent (e.g., ズボンを佩〇), (c) context absent and okurigana present (e.g., 佩く), and (d) both context and okurigana absent (e.g., 佩〇). The results revealed that okurigana and context substantially improved kanji reading accuracy, with a moderate interaction between the two factors. Additionally, weak‐to‐moderate correlations were found between the reading scores and reading habits, particularly for manga/magazines. These findings suggest that okurigana and context facilitate readers in inferring or recalling kanji readings and that reading experience, especially with manga, supports these processes.
  Wiley, Scientific journal
  DOI：https://doi.org/10.1111/jpr.12596
  DOI ID：10.1111/jpr.12596, ISSN：0021-5368, eISSN：1468-5884
• Relationship Between Teachers' Interpersonal Behavior and Students' Motivation to Form and Maintain Relationships with Their Teachers
  Daisuke Nakai; Shinichiro Kakihana
  Japanese Psychological Research, Feb. 2025, [Reviewed]
  Abstract
  
  Research on specific teacher behaviors that influence students' initiative to form relationships with them is scarce. Applying the self‐determination theory perspective, this study examined the relationship between teachers' need‐supportive or need‐thwarting behaviors and students' motivation to form and maintain relationships with their teachers. A total of 408 junior high school students were surveyed using the Japanese version of the Interpersonal Behaviors Questionnaire and the Motivation Scale for Forming and Maintaining Relationships with Teachers. Structural equation modeling was used to separately examine models wherein teachers' need‐supportive and need‐thwarting behaviors are related to students' motivation to form and maintain relationships with their teachers. The main findings were that (a) teachers' “competence support” and “relatedness support” positively relate to students' “intrinsic regulation” and “identified regulation”; (b) teachers' “autonomy thwarting” positively relates to students' “introjected regulation” and “external regulation”; and (c) teachers' “relatedness thwarting” negatively relates to students' “intrinsic regulation” and “identified regulation.” This study revealed some specific teacher behaviors related to students' motivation to form and maintain relationships with their teachers from a self‐determination theory perspective.
  Wiley, Scientific journal
  DOI：https://doi.org/10.1111/jpr.12575
  DOI ID：10.1111/jpr.12575, ISSN：0021-5368, eISSN：1468-5884
• Does the word-writing strategy in vocabulary learning increase learning outcomes or mislead learners into overestimation?
  Shinichiro Kakihana
  International Journal of Applied Linguistics, Volume：34, First page：936, Last page：951, Feb. 2024, [Reviewed]
  Abstract
  
  Studies on the effectiveness of the word‐writing strategy in vocabulary learning have yielded mixed results. However, this strategy has been widespread among learners of English as a foreign language (EFL). This study examines whether the word‐writing strategy is effective and whether learners overestimate its effectiveness. Sixty‐eight Japanese EFL learners acquired new English words through either a writing or a nonwriting condition. Immediately following the learning phase in each condition, the Behavioral Engagement Scale, the State Engagement Scale, and the global judgments of learning (global JOLs) were administered. A multiple‐choice test for form and a productive test for meaning were administered at the end. The results showed no significant differences between the conditions in terms of learning outcomes. However, the writing condition outperformed the nonwriting condition on two engagement measures and the global JOL for form retention. These results suggest that the word‐writing strategy has no effect on learning outcomes, but increases the sense of engagement during learning and misleads students into overestimating learning outcomes. EFL teachers should educate their students about the limits of this technique and recommend more effective learning strategies.
  Wiley, English, Scientific journal
  DOI：https://doi.org/10.1111/ijal.12544
  DOI ID：10.1111/ijal.12544, ISSN：0802-6106, eISSN：1473-4192
• Factors Relating to Kanji Reading Accuracy in Kun-readings: An Item Level Analysis
  Shinichiro Kakihana
  Japanese Psychological Research, Feb. 2024, [Reviewed]
  Abstract
  
  This study sought to obtain comprehensive data on the difficulty level of kun‐reading (native Japanese reading) of Japanese kanji (Chinese characters adapted for Japanese) learned in junior high and high school. Drawing from an item‐based analysis, it explored the word variables related to the difficulty level of kun‐reading. A reading test comprising 645 kun‐readings of common kanji learned in junior high and high school was administered to 123 university students. Tobit regressions were conducted for the total, okurigana (phonetic kana letters suffix written after kanji), and single kanji items, using the word variables as independent variables and the reading accuracy as the dependent variable. Significant positive contributions were observed for imageability and word frequency for all item categories, kun‐reading ratio for the single kanji items, and okurigana ratio for the total items. A significant negative contribution was observed for okurigana neighborhood size for the okurigana items. The results highlighted the need for education focusing on the meanings of kanji characters, and for a language policy for the use of the okurigana.
  Wiley, English, Scientific journal
  DOI：https://doi.org/10.1111/jpr.12504
  DOI ID：10.1111/jpr.12504, ISSN：0021-5368, eISSN：1468-5884
• Differences in knowingness, comprehension, and impressions of katakana loan words and kanji words: Comparison of yes/no and writing vocabulary tests
  Shinichiro Kakihana
  The Japanese journal of psychology, Volume：94, Number：3, First page：209, Last page：218, Aug. 2023, [Reviewed], [Lead]
  The Japanese Psychological Association, Japanese, Scientific journal
  DOI：https://doi.org/10.4992/jjpsy.94.22021
  DOI ID：10.4992/jjpsy.94.22021, ISSN：0021-5236, eISSN：1884-1082
• Trends in Teaching, Learning, and Cognitive Research in Terms of Research Methods
  SHINICHIRO KAKIHANA
  The Annual Report of Educational Psychology in Japan, Volume：60, First page：32, Last page：48, Mar. 2021, [Reviewed], [Invited]
  The Japanese Association of Educational Psychology, Scientific journal
  DOI：https://doi.org/10.5926/arepj.60.32
  DOI ID：10.5926/arepj.60.32, ISSN：0452-9650, eISSN：2186-3091
• Factors in Kana Letters That Influence Young Children’s Error Patterns in Letter Naming and Their Changes in the Learning Process　　　　　　　　　　　　　　　
  Shinichiro Kakihana
  Volume：31, Number：4, First page：226, Last page：235, Dec. 2020, [Reviewed], [Lead]
  Japanese, Scientific journal
  DOI：https://doi.org/10.11201/jjdp.31.226
  DOI ID：10.11201/jjdp.31.226
• Effects of the Explanatory Situation on Explainers’ Understanding:
  Takaaki Ito; Shinichiro Kakihana
  The Japanese Journal of Educational Psychology, Volume：67, Number：2, First page：132, Last page：141, Jun. 2019, [Reviewed]
  The Japanese Association of Educational Psychology, Scientific journal
  DOI：https://doi.org/10.5926/jjep.67.132
  DOI ID：10.5926/jjep.67.132, ISSN：0021-5015, eISSN：2186-3075
• The relation between tutor's inferences of the tutored individual's level of understanding and the contents of their explanations within tutoring situations　　　　　　　　　　　　　　　
  ITO Takaaki; KAKIHANA Shinichiro
  The Science of Reading, Volume：58, Number：1, First page：17, Last page：28, Mar. 2016, [Reviewed]
  

  This study explores the possible reasons for why interpretive explanations are elicited during the act of explaining within tutoring situations. Twenty university students were asked to read a text about measures of statistical dispersion and then to explain the material to a peer in a face-to-face session. During the explanation session, explainers were asked to signal to an observer whenever they felt that the listener was failing to understand, while listeners were similarly asked to signal whenever they could not understand the explanations. Analyses of the signals revealed that explainers who detected signs of insufficient comprehension on the part of the listeners tended to employ more interpretive explanations. Moreover, subsequent interviews with the participants about their signaling indicated that explainers realized when listeners were failing to understand not only from listener comments but also through their own reflections. The present results suggest that the realization by explainers that they have initially overestimated the level of the listener's comprehension can lead them to offer more interpretive explanations, which can, in turn, facilitate comprehension of materials.

  
  The Japan Reading Association, Japanese
  DOI：https://doi.org/10.19011/sor.58.1_17
  DOI ID：10.19011/sor.58.1_17, ISSN：0387-284X, CiNii Articles ID：130005286770, CiNii Books ID：AN00172568
• The Influence of Features of Kana Letters on Children's Letter Sound Knowledge Acquisition　　　　　　　　　　　　　　　
  Kakihana Shinichiro
  The Japanese Journal of Developmental Psychology, Volume：26, Number：3, First page：237, Last page：247, Sep. 2015, [Reviewed]
  The study examined the influence of various features of kana letters on the development of children's letter knowledge. Reading accuracy of 183 3–5 year old Japanese children for 71 regular letters (46 basic letters, 20 daku-on letters, and 5 handaku-on letters), and of 277 3–6 year old children for combination letters were examined. Daku-on letters include a voicing diacritic, and handaku-on include a /p-/ diacritic. Six features of kana were investigated: (1) frequency in picture books, (2) letter shape complexity, (3) position in the kana letter table, (4) vowels, (5) shape similarity to other letters, and (6) regularity of voicing rules. Regression analysis for basic letters revealed that position in the kana letter table had independent effects, and that frequency and shape similarity had marginally significant effects, on reading accuracy. For daku-on letters, frequency had an independent effect, and position in the letter table and shape similarity had marginally significant effects on reading accuracy. Only frequency had an independent effect for combination letters. Reading development for kana letters apparently involves both universal and language-specific aspects.
  Japan Society of Developmental Psychology, Japanese
  DOI：https://doi.org/10.11201/jjdp.26.237
  DOI ID：10.11201/jjdp.26.237, ISSN：0915-9029, CiNii Articles ID：130006086733, CiNii Books ID：AN10229548
• Collaborative and Harmonious Peer Relatedness to Enhance Music Motivation
  Oie, M; Kakihana, S; Fujie, Y; Okugawa, Y; Itaka, S; Uebuchi, H
  Journal of Creative Music Activity for Children, Volume：3, First page：53, Last page：76, Mar. 2015, [Reviewed]
  Institute of Creative Music Activity for Children at Japan Women's University, English, Scientific journal
  ISSN：2187-2023, CiNii Articles ID：40020446494
• A multivariate twin study of early literacy in Japanese kana　　　　　　　　　　　　　　　
  Keiko K. Fujisawa; Sally J. Wadsworth; Shinichiro Kakihana; Richard K. Olson; John C. DeFries; Brian Byrne; Juko Ando
  LEARNING AND INDIVIDUAL DIFFERENCES, Volume：24, First page：160, Last page：167, Apr. 2013, [Reviewed]
  English, Scientific journal
  DOI：https://doi.org/10.1016/j.lindif.2012.12.018
  DOI ID：10.1016/j.lindif.2012.12.018, ISSN：1041-6080, Web of Science ID：WOS:000317542700020
• Why Does Explanation Improve Student Tutors’ Understanding ? Effect of Presence of a Peer
  TAKAAKI ITO; SHINICHIRO KAKIHANA
  The Japanese Journal of Educational Psychology, Volume：57, Number：1, First page：86, Last page：98, 2009, [Reviewed]
  The Japanese Association of Educational Psychology, Scientific journal
  DOI：https://doi.org/10.5926/jjep.57.86
  DOI ID：10.5926/jjep.57.86, ISSN：0021-5015, eISSN：2186-3075
• Cognitive factors relating to the development of early literacy in the kana syllabary　　　　　　　　　　　　　　　
  Shinichiro Kakihana; Juko Ando; Maki Koyama; Shoko Iltaka; Izumi Sugawara
  Japanese Journal of Educational Psychology, Volume：57, Number：3, First page：295, Last page：308, 2009, [Reviewed]
  Japanese Association of Educational Psychology, Japanese, Scientific journal
  DOI：https://doi.org/10.5926/jjep.57.295
  DOI ID：10.5926/jjep.57.295, ISSN：0021-5015, CiNii Articles ID：110007387269, SCOPUS ID：77953744219
• Do Young Japanese Children Utilize the Blending Rule of Yo-On Combinations When Learning to Read Them?　　　　　　　　　　　　　　　
  SHINICHIRO KAKIHANA
  The Japanese Journal of Educational Psychology, Volume：56, Number：4, First page：463, Last page：473, 2008, [Reviewed]
  The Japanese Association of Educational Psychology, Scientific journal
  DOI：https://doi.org/10.5926/jjep1953.56.4_463
  DOI ID：10.5926/jjep1953.56.4_463, ISSN：0021-5015
• Role of analogy in learning to read Japanese syllabic characters with voiced consonants ("daku-on" characters)　　　　　　　　　　　　　　　
  Shinichiro Kakihana
  Japanese Journal of Educational Psychology, Volume：53, Number：2, First page：241, Last page：251, 2005, [Reviewed]
  Japanese Association of Educational Psychology, Japanese, Scientific journal
  DOI：https://doi.org/10.5926/jjep1953.53.2_241
  DOI ID：10.5926/jjep1953.53.2_241, ISSN：0021-5015, SCOPUS ID：25144478974
• 英語文字単語分節における日本語の音節構造の影響とその変化　　　　　　　　　　　　　　　
  垣花真一郎
  Volume：47, Number：2, First page：70, Last page：78, 2003, [Reviewed]
  Japanese
  ISSN：0387-284X, CiNii Articles ID：40006035982, CiNii Books ID：AN00172568

• 日本の小・中学校間の連携・接続に関する実証的研究－主要5教科・技能4教科・特別活動・総合的な学習の時間・休み時間に対する動機づけと学業成績の自己評価の関係　　　　　　　　　　　　　　　
  大家まゆみ; 垣花真一郎; 藤江康彦; 奥川裕; 飯高晶子; 上淵寿
  Number：33, First page：275, Last page：297, Mar. 2015, [Reviewed]
• 英語学習者の英語文字単語認知研究－音韻意識の観点からの再検討－　　　　　　　　　　　　　　　
  垣花真一郎
  Volume：59, First page：1, Last page：11, Mar. 2005, [Reviewed], [Lead]
• 幼児のライム意識と仮名文字読み習得の関連　　　　　　　　　　　　　　　
  垣花真一郎
  Number：54, First page：67, Last page：69, Nov. 2002, [Lead]
• 日本語話者の音韻構造と英単語の分節について　　　　　　　　　　　　　　　
  Number：8, First page：9, Last page：12, Mar. 2000, [Lead]

• 教育発達学の展開:幼小接続・連携へのアプローチ　　　　　　　　　　　　　　　
  松永あけみ; 水戸博道; 渋谷恵, [Contributor]
  Jun. 2020
  Total pages：345, Responsible for pages：3-22
• 読書教育の未来　　　　　　　　　　　　　　　
  日本読書学会, [Contributor]
  Jul. 2019
  Japanese, Total pages：374, Responsible for pages：28-38, Scholarly book
• Creativity in the Twenty First Century　　　　　　　　　　　　　　　
  Tsubonou, Y; Tan, A; Oie, M, [Contributor]
  Jan. 2019
  English, Total pages：279, Responsible for pages：187-200, Scholarly book
• 発達と学習（未来の教育を創る教職教養指針 第3巻）　　　　　　　　　　　　　　　
  鹿毛雅治, [Contributor]
  Dec. 2018
  Japanese, Total pages：192, Responsible for pages：25-43, Textbook
• 教育心理学　　　　　　　　　　　　　　　
  安藤寿康; 鹿毛雅治, [Contributor]
  May 2013
  Japanese, Total pages：350, Responsible for pages：74-76, Textbook
• Creativity, Talent and Excellence　　　　　　　　　　　　　　　
  Tan, Ai-Girl, [Contributor]
  Springer, Jan. 2013
  English, Total pages：328, Responsible for pages：89-106, Scholarly book
• 幼児・児童の発達心理学　　　　　　　　　　　　　　　
  中道圭人; 榎本淳子, [Contributor]
  Mar. 2011
  Japanese, Total pages：191, Responsible for pages：77--89, Textbook
• An Enterprise in the Cognitive Science of Language: A Festschrift for Yukio Otsu.　　　　　　　　　　　　　　　
  Shinichiro Kakihana, [Contributor], Children's use of dakuten diacritic and yo-on combinations in learning to read kana syllabary
  Hituzi Syobo, Mar. 2008
  Total pages：628, Responsible for pages：295-307
  ISBN：9784894763784

• 教授による学習の効果における聞き手の肯定的反応の役割　　　　　　　　　　　　　　　
  垣花真一郎・伊藤貴昭・福富隆志
  Aug. 2021
  Poster presentation
• 仮名の文字名習得の機序―仮名文字の特徴に根差してー（ラウンドテーブル：多角的なアプローチを用いた読み書き発達過程の探求 －実験心理学・計算論・生理心理学の観点から－ 話題提供）　　　　　　　　　　　　　　　
  垣花真一郎
  Mar. 2020
  Public symposium
• 文字読みの獲得に必要な条件と支援（自主シンポジウム：「読み支援」の応用行動分析：研究と実践のための刺激作成 話題提供）　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2019
  Public symposium
• ひらがなの文字呼称の習得過程―かな文字の特性に着目して―（自主企画シンポジウム「読みの発達を支援する」話題提供）　　　　　　　　　　　　　　　
  垣花真一郎
  Mar. 2019
  Public symposium
• 説明場面における説明目的の違いが話者自身の理解促進効果に与える影響―教授場面と理解確認場面の比較―　　　　　　　　　　　　　　　
  共著者:伊藤貴昭・垣花真一郎
  Sep. 2018
  Poster presentation
• Factors contributing to “good explanation."　　　　　　　　　　　　　　　
  共著者:Takaaki Ito, Shinichiro Kakihana
  Jul. 2016
  Poster presentation
• 説明における聞き手の理解状況のモニタリングが説明内容に及ぼす影響　　　　　　　　　　　　　　　
  共著者:伊藤貴昭・垣花真一郎
  Aug. 2015
  Poster presentation
• 絵本における仮名文字の使用頻度と幼児の仮名文字習得の関係　　　　　　　　　　　　　　　
  垣花真一郎
  Mar. 2014
  Poster presentation
• かな文字の特殊表記の習得機序の解明と習得支援法の開発の試み（自主企画シンポジウム 「ことばの力の発達的基盤：幼児期の読み習得と理解をめぐって」話題提供）　　　　　　　　　　　　　　　
  垣花真一郎
  Nov. 2012
  Public symposium
• 歌・リズム遊びを用いた拗音表記の読み習得支援　　　　　　　　　　　　　　　
  共著者:垣花真一郎・三瓶令子
  Mar. 2012
  Poster presentation
• 歌・リズム遊びを用いた濁音文字の読み習得支援　　　　　　　　　　　　　　　
  共著者:垣花真一郎・三瓶令子
  Mar. 2011
  Poster presentation
• 小学校から中学校への移行期における理数教科の学習力と動機づけとの変容（４）　　　　　　　　　　　　　　　
  共著者:飯高晶子・大家まゆみ・藤江康彦・奥川裕 ・垣花 真一郎
  Aug. 2009
  Poster presentation
• 小学校から中学校への移行期における理数教科の学習力と動機づけとの変容（３）　　　　　　　　　　　　　　　
  共著者:大家まゆみ・藤江康彦・奥川裕・垣花真一郎・飯高 晶子
  Aug. 2009
  Poster presentation
• 説明はなぜ話者自身の理解を促すか　　　　　　　　　　　　　　　
  共著者:伊藤貴昭・垣花真一郎
  Oct. 2008
  Poster presentation
• 小学校から中学校への移行期における理数教科の学習力と動機づけとの変容（２）　　　　　　　　　　　　　　　
  共著者:飯高晶子・大家まゆみ・藤江康彦・奥川裕・垣花真一郎
  Oct. 2008
  Poster presentation
• 小学校から中学校への移行期における理数教科の学習力と動機づけとの変容（１）　　　　　　　　　　　　　　　
  共著者:大家まゆみ・藤江康彦・奥川裕・垣花真一郎・飯高晶子
  Oct. 2008
  Poster presentation
• Difference between the decoding style of intermediate readers and masters of Japanese phonemic notation“yo-on combinations.”　　　　　　　　　　　　　　　
  Kakihana, S.
  Jul. 2008
  Poster presentation
• かな文字単語の表記知識の獲得と文の読みに果たす役割　　　　　　　　　　　　　　　
  共著者:垣花真一郎・安藤寿康・小山麻紀・飯高晶子・菅原いづみ
  Sep. 2007
  Poster presentation
• 幼児の拗音表記の読み習得は斉一的か　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2007
  Poster presentation
• 小学校から中学校への移行期における理数教科への動機づけと学習力の変容（２）　　　　　　　　　　　　　　　
  共著者:大家まゆみ・藤江康彦・奥川裕・垣花真一郎・飯高晶子
  Sep. 2007
  Poster presentation
• 小学校から中学校への移行期における理数教科への動機づけと学習力の変容（１）　　　　　　　　　　　　　　　
  共著者:藤江康彦・大家まゆみ・奥川裕・垣花真一郎・飯高晶子
  Sep. 2007
  Poster presentation
• Cognitive factors relating to kana letter name/sound knowledge acquisition.　　　　　　　　　　　　　　　
  Kakihana, S., Ando, J., Maki, K., Iitaka, S., & Sugawara, I.
  Apr. 2007
  Poster presentation
• 幼児の拗音表記読み習得における混成規則の利用－創作拗音表記を用いた検討－　　　　　　　　　　　　　　　
  垣花真一郎
  Nov. 2006
  Poster presentation
• 幼児は合拗音表記（くゎ）をどう読むか－拗音表記習得における類推の役割　　　　　　　　　　　　　　　
  垣花真一郎
  Mar. 2006
  Poster presentation
• 幼児の拗音表記習得における類推の役割　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2005
  Poster presentation
• 濁音文字習得における類推の役割　　　　　　　　　　　　　　　
  垣花真一郎
  Oct. 2004
  Poster presentation
• 英語の文字単語認知スタイルと音韻処理能力の関係　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2004
  Poster presentation
• 読み習得における音韻意識と類推の役割　　　　　　　　　　　　　　　
  垣花真一郎
  Mar. 2004
  Poster presentation
• 日本語話者の英語文字単語の分節に対する熟達化の影響　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2003
  Poster presentation
• 幼児のライム音韻意識と仮名文字読み習得について　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2002
  Poster presentation
• The relationship between subsyllabic awareness and development of kana literacy　　　　　　　　　　　　　　　
  2002
  Poster presentation
• 日本語話者における英語文字単語の分節　　　　　　　　　　　　　　　
  垣花真一郎
  Sep. 2001
  Poster presentation
• 日本語話者の音韻構造と英単語の読みについて　　　　　　　　　　　　　　　
  垣花真一郎
  Nov. 2000
  Poster presentation
• 青年期の同一性と同一化について　　　　　　　　　　　　　　　
  垣花真一郎
  Oct. 1998
  Poster presentation

• 書字メディアと映像メディアの言語特性が幼児・児童の言語発達に及ぼす影響　　　　　　　　　　　　　　　
  Apr. 2026 - Mar. 2029
  Principal investigator
• Development of a Method to Support the Acquisition of Kana Special Notation Using Song Play to Promote Young Children's Phonological Skills　　　　　　　　　　　　　　　
  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C), Grant-in-Aid for Scientific Research (C), 01 Apr. 2016 - 31 Mar. 2020
  Kakihana Shinichiro, Meiji Gakuin University
  Grant amount(Total)：3640000, Direct funding：2800000, Indirect funding：840000
  Two studies were conducted as follows. The first is "a theoretical examination of the basic process of learning to read kana letters". This is a theoretical study that points out the problem of transferring the Western knowledge of "phonological awareness and reading acquisition" to the kana letters. The second is "Analysis of misreading data for kana characters". This study examines the letter factors that influence the reading error pattern of kana characters in young children and the changes in their acquisition process. The independent contributions of phonological and morphological factors were found, and the contribution of morphological factors was particularly pronounced. On this basis, the importance of the role of morphological perception in the acquisition of kana letters was pointed out.
  Grant number：16K04562
• Development of song-based instructional program for reading special notations of Japanese kana syllabary.　　　　　　　　　　　　　　　
  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B), Grant-in-Aid for Young Scientists (B), 2011 - 2013
  KAKIHANA Shinichiro, Koriyama Women's University
  Grant amount(Total)：3770000, Direct funding：2900000, Indirect funding：870000
  The aims of the study were to explore the mechanism of learning to read special notations of Japanese kana syllabary, and to develop the instructional method of them. Study 1 investigated how young children learn to read daku-on notation which denote to change unvoiced sound to voiced one. The correlation between frequency of daku-on letters and young children's reading accuracy of them was not significant(r=.255, N=20, p.=.278), which suggested that children learn to read the daku-on letters through rule-based strategy rather than by rote. Study 2 was administrated to develop instructional method for yo-on notation, in which two kana letter sounds are blended. Thirty-seven 4-5 year old children (20 for experimental group, 17 for control group) participated in the intervention program which focused on a song-based sound blending exercise. However, after three months, we found no significant difference for reading accuracy of yo-on notation between experimental group and control group.
  Grant number：23730760
• A study of Japanese children' s learning processes of special notations of kana syllabary, and development of its instructional methods.　　　　　　　　　　　　　　　
  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Research Activity Start-up, Grant-in-Aid for Research Activity Start-up, 2009 - 2010
  KAKIHANA Shinichiro, Koriyama Women's University
  Grant amount(Total)：3263000, Direct funding：2510000, Indirect funding：753000
  The purpose of this study was to clarify the mechanisms of how Japanese young children learn to read voiced kana letters (letters with daku-on diacritics) and letter combinations (yo-on combinations), and to develop instructional methods of each of the notations. We wrote two songs aiming to foster child's phonological skills which were supposed to be necessary for mastering the notations. A chorus program including a song emphasizing voiced-voiceless comparison was given to three-to-four-year-olds, and the song emphasizing blending of two sounds was given to four-to-five-year-olds, both once every two weeks. After six months, former group was compared with a control group on the score of daku-on letters reading test, and latter was compared with a control group on the score of yo-on combination reading test. Results of the post test showed that there is no effect of the song programs for mastering the each of the notations.
  Grant number：21830096
• 幼児のかな文字習得における類推の役割―習得メカニズムの解明と習得支援への応用　　　　　　　　　　　　　　　
  2007 - 2009
  Grant amount(Total)：3300000, Direct funding：3300000
  Grant number：07J06258