@book{oai:repository.ninjal.ac.jp:00001237,
 author = {国立国語研究所 and The National Language Research Institute},
 month = {Mar},
 note = {How many hiragana, katakana, and kanzi can children read and write when they enter primary school? How much skill in pronunciation, vocabulary, and grammatical consciousness do they have? How do they develop? What are the factors that influence this development? We made a study of these questions and tried to make clear the real conditions of reading at home and language teaching at school during this period. We decided on the basis of the minute data of several tests, that the pre-reading period lasts from the April when children enter school to December of that year, by which time children can read hiragana and short sentences and can understand the meaning of a passage. The phenomena of the development during this period have been reported on, centering on the ability to read and write hiragana.

Also, we established the outlines of the relationship of language ability to the factors of age, intelligence, personality and environment; the condition of reading at home before and after entrance; the relationship between reading and language ability, and the real conditions of language textbooks and teaching in the pre-reading period; we have also presented a sample class at the beginning of school, and a bibliography of Japanese literature on language ability in the pre-reading period and of similar studies in foreign countries.

This survey was made by KOSIMIZU Minoru, TAKAHASI Kazuo, ASIZAWA Setu, MURAISI Syôzô, and OKAMOTO Keiroku., application/pdf},
 publisher = {国立国語研究所},
 title = {入門期の言語能力},
 year = {1954},
 yomi = {コクリツ コクゴ ケンキュウジョ}
}