{"created":"2023-05-15T12:07:21.744930+00:00","id":29022,"links":{},"metadata":{"_buckets":{"deposit":"47e18117-264f-4b89-a9d6-e8388b299735"},"_deposit":{"created_by":5,"id":"29022","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"29022"},"status":"published"},"_oai":{"id":"oai:naruto.repo.nii.ac.jp:00029022","sets":["1846:1902:1903","1846:1904:2108:2109:2585"]},"author_link":["26184","26185","26186","26187","26188","26189"],"item_24_biblio_info_10":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2021-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"49","bibliographicPageStart":"37","bibliographicVolumeNumber":"11","bibliographic_titles":[{"bibliographic_title":"鳴門教育大学小学校英語教育センター紀要","bibliographic_titleLang":"ja"}]}]},"item_24_description_7":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"本研究は,中学1年生から継続して行ってきた速読・多読活動により,リーディング・スピードの伸長が見られるかどうか,そして,速読・多読による「読むこと」のインプットを,中学3年生の時点で「書くこと」「話すこと」のアウトプットへと繋ぐ,アクティブ・リーディングの可能性について調査したものである。調査は,小学校3年生から段階的にリテラシー教育を受けてきた中学生を対象としており,中学1,2年次での速読・多読活動を経て,3年次には,話の内容を捉えながら素早く読み,その後要約を英語で書いてグループでその内容について発表したり話し合ったりして,最後に原本を手に音声を伴いじっくりと読むという一連の活動を行った。その結果,中学1年次から継続して行った速読の wpm 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