Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

In extensive English reading programs, teachers use both graded readers (GR) and authentic children’s books. However, little research has examined the characteristics of the vocabulary in them. The purpose of this study was to examine vocabulary repetition in GR and authentic children’s book series used in extensive reading programs in Japanese high schools. This study analyzed GR and authentic children’s books of approximately the same length, from Pearson English Readers and Oxford Bookworms Library for the former and the Nate the Great and Magic Tree House series for the latter. The analysis showed that although the authentic children’s book series covered a greater number of high-frequency words than GR, they exhibited a narrower range of difficulty as well. These findings suggest that student vocabulary learning will benefit
from reading not only graded readers but also authentic children’s book series.

researchmap

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of School Library Science  

researchmap

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：学習ソフトウェア情報研究センター  

researchmap

researchmap

Total pages：127   Language：Japanese   Book type：Scholarly book

中学や高校で導入が進む英語多読ですが、今ひとつ効果が上がらない、生徒のモチベーションが続かないなどの悩みを抱える学校も多いようです。そんな学校のためにお届けする目からウロコの実践ガイド。コツは学校図書館との協働。バラエティーに富んだブックガイドも付いています。

researchmap

Language：Japanese   Book type：Scholarly book

researchmap

Language：Japanese   Book type：Scholarly book

researchmap

Responsible for pages：「コラム6 絵本読み聞かせ隊と絵本創り隊(新型ボランティア):絵本による支援活動」154   Language：Japanese   Book type：Scholarly book

researchmap

Language：Japanese   Publisher：武蔵野 : 日本学校図書館学会  

CiNii Research

researchmap

Other Link： https://ndlsearch.ndl.go.jp/books/R000000004-I032185523

Language：Japanese   Publisher：明治大学付属明治高等学校・中学校  

researchmap

Language：Japanese   Publisher：Editorial Board of "Library Information and Media Studies"  

DOI： 10.15068/00157867

CiNii Research

researchmap

Other Link： http://hdl.handle.net/2241/00157867

Language：Japanese   Publisher：Japan Society of Library and Information Science  

In this study, I described about English Extensive Reading (EER) in Japanese secondary education. EER is one of the methods of English learning. The goal of this paper is to examine the characteristics and challenges of EER, and give consideration to a meaningful utilization of the school library in collaboration with the English teachers and the teacher librarian.

This paper is a bibliographic survey. It compares the principles by Day, Richard R. and Bamford, Julian and that of Sakai, Kunihide. Then it organized the thesis articles of EER practice in Japanese secondary schools in chronicle order.

As a result, in Japan, the principles by Sakai had a very strong effect on the practice of EER but it doesn’t mention the aspects on guidance to students. Sakai doesn’t state anything on the importance of choosing books by students.

Teaching English as a subject is mandatory, therefore teachers involved in EER programs must know how to guide students when reading books in their second language. Therefore it is important for the teacher librarian to collaborate with the English teachers and support students with reading and learning through EER in the school library.

DOI： 10.20651/jslis.64.3_99

CiNii Research

researchmap

Other Link： https://ndlsearch.ndl.go.jp/books/R000000004-I029227560

Language：Japanese   Publisher：東京 : 全国学校図書館協議会  

CiNii Research

researchmap

Other Link： https://ndlsearch.ndl.go.jp/books/R000000004-I028328294

Event date： 2025.10 - 2025.11

Language：English   Presentation type：Oral presentation (general)  

researchmap

Event date： 2023.8

Language：English   Presentation type：Poster presentation  

researchmap

Event date： 2023.8

Language：English   Presentation type：Oral presentation (general)  

researchmap

Event date： 2022.8

Language：English   Presentation type：Oral presentation (general)  

Venue：Japan (online）  

This study analyzed the impact of extensive reading (ER) on the TOEIC score among Japanese high school students. ER was administered for three academic years to three grades each with 250 students respectively. The individual reading amount and their TOEIC scores were recorded by the English teacher. The students were encouraged to read 200,000 words per year mainly outside of the classroom. Students read 5,000 words per week, which is 10 minutes per day for students who read 100 wpm, for five days a week, during 35 weeks of school, plus 25,000 words during the long vacations. The study showed that these students scored 650 or higher on the TOEIC test. The study also explains how to implement ER in a regular Japanese high school without eroding the fixed curriculum, and how the involvement of the school library supported ER and student motivation.

researchmap

Language：English   Presentation type：Oral presentation (general)  

Venue：Tsukuba International Congress Center  

researchmap