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This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
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Populist cosmopolitanism: the predicament of subjectivity and the Japanese fascination with overseas
Shiho Satsuka 《Inter-Asia Cultural Studies》2013,14(1):67-82
Abstract This article examines the way in which seemingly contradictory positions of populism and cosmopolitanism are articulated in the development of the Japanese post‐Second World War fascination with overseas. Specifically, I analyze the writings of Ohashi Kyosen, a popular television entertainer, and investigate how a particular mode of subjectivity is expressed through his ideas of overseas leisure and retirement in his best‐selling book Kyosen: Choose Your Own Life (Kyosen: Jinsei no Sentaku) and related essays published around 2000. While the issue of subjectivity has been the central concern throughout modern Japanese history, earlier analyses have been focused on the critical writings of intellectuals. I argue that in order to understand the larger social impacts of the translation of subjectivity, we also need to examine how the issue is articulated in popular discourses. Ohashi’s popular writings suggest that the issue of subjectivity still haunts the contemporary everyday lives of many Japanese, and continues to be the key predicament for articulating a culturally meaningful model of ‘citizen’ in Japan. Ohashi’s writings raise questions about what it means to be an active agent of one’s life, and how to situate the self in the larger society. Through an analysis of Ohashi’s narratives, I first illustrate how subjectivity is negotiated through people’s demands for leisure and their concerns about retirement, both of which are entangled with their fascination with overseas. Second, I examine Ohashi’s narratives as an expression of the paradoxical position of the Japanese citizenry conditioned by the US–Japan political, economic, and military coalition. I discuss how the predicament of articulating Japanese subjectivity reflects this paradoxical position under the legacy of Cold War geopolitics in Asia. 相似文献
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David Hulac Natalie D. Johnson Shiho C. Ushijima Maryia M. Schneider 《Psychology in the schools》2016,53(10):1085-1093
Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer‐reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer‐reviewed journals in which school psychology faculty were published during the 6‐year span. Among the peer‐reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H‐indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication. 相似文献
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