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Direct linkRikito Hori; Makoto Fujii; Takaaki Toguchi; Steven Wong; Masayuki Endo – Early Childhood Education Journal, 2025
There is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children's grammar understanding, satisfaction, persistence,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Elementary School Students
Inoue, Tomohiro; Georgiou, George K.; Hosokawa, Miyuki; Muroya, Naoko; Kitamura, Hiroyuki; Tanji, Takayuki; Imanaka, Hirofumi; Oshiro, Takako; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2022
We examined whether developing reading skills in the two scripts of Japanese, syllabic Hiragana and morphographic Kanji, had differential effects on underlying cognitive skills. One hundred ninety-one Japanese children (97 girls, 94 boys; M[subscript age] = 100.23 months) were assessed on rapid automatized naming (RAN), vocabulary, morphological…
Descriptors: Japanese, Written Language, Thinking Skills, Reading Skills
Howard, Deborah – Reading Teacher, 2022
Research from dual and bilingual education programs shows that the use of a student's home language for reading instruction is one of the most beneficial practices for multilingual learners. Given the plethora of home languages encountered in public schools, how can teachers who do not speak the languages of their students utilize a student's home…
Descriptors: Bilingual Education, Bilingual Schools, Native Language, Reading Instruction
Nakamichi, Naoko; Nakamichi, Keito; Nakazawa, Jun – Early Child Development and Care, 2022
We investigated whether the cool and hot executive functions (EFs) exhibited by kindergarteners could predict their academic achievement in the middle grades of elementary school. The study assessed the cool and hot EF of 48 Japanese kindergartners (M = 78.12 months) and then measured these same children's academic achievement in language and…
Descriptors: Kindergarten, Young Children, Elementary School Students, Executive Function
Haxhi, Jessica; Yamashita-Iverson, Kazumi – Learning Languages, 2009
Maloney Interdistrict Magnet School (MIMS) is the only elementary school in Waterbury that has a world language program and is one of only two elementary Japanese programs in Connecticut. In the past 15 years, more than 1500 students have participated in its Japanese Language and Culture (JLC) Program in grades Prekindergarten through 5th. The JLC…
Descriptors: Magnet Schools, Grades (Scholastic), Japanese, Block Grants
