@article{oai:aue.repo.nii.ac.jp:00002208,
 author = {野呂, 忠司},
 journal = {愛知教育大学教育実践総合センター紀要},
 month = {Feb},
 note = {text, Although it is often pointed out that many Japanese learners of English at middle schools have trouble reading English letters aloud properly, the primary causes of their difficulties remain unclear to many Japanese teachers of English. On the other hand, in English Activities at elementary schools, there is currently discussion concerning the necessity for instruction in reading and writing English letters. This study discusses the characteristics of English orthography and the difficulty of learning opaque grapheme-phoneme correspondence rules in comparison with learning to read Japanese Kana and Kanji. The present study proposes that a 4-year step by step reading-letters instruction program based on systematic phonics should be introduced in English Activities not only to comply with children's mental development and their interest in letters but also to decrease the number of students with difficulties in reading English letters aloud at middle schools.},
 pages = {151--157},
 title = {小学校の「英語活動」における文字指導の意義と必要性 ―小学校と中学校における文字指導の連携をめざして―},
 volume = {7},
 year = {2004}
}