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Hikaru Katsuta

Faculty
Department of Education
Course of Education
PositionLecturer
Mailkatsuta072[at]toyo.jp In case of sending E-mail, please alternate [at] to @
HomepageURL
Birthday
Last Updated :2019/05/16

Researcher Profile and Settings

Association Memberships

  • JAPAN READING ASSOCIATION
  • JAPANESE TEACHING SOCIETY OF JAPAN

Research Activities

Research Areas

  • Education, Education

Misc

  • The discussion on "Gradual Release of Responsibility" for reading in the United States: Criticism and classroom application, 勝田 光, 人文科教育研究 = Journal of Language Teaching, 44,   2017 12 24
  • The Effects of Different Reading Goals on the Writing of Third-Year Junior-High School Students, KATSUTA Hikaru, The Science of Reading, 57, (1) 13 - 22,   2015 ,

    This study seeks to identify whether the purpose of reading effects student writing; where the purpose for one group is to create a new story based on the Japanese story of Urashima Taro while the objective for another group is to both broaden and deepen their interpretations of Urashima Taro. The two groups both consisted of students attending a public school and students attending a school affiliated with a national university, and were, thus, the same apart from having different purposes and writing activities. Text mining analyses identified three key differences. The group assigned to create a new story (1) used a greater number of descriptive words, (2) exhibited greater overall variation in their word choices, and (3) used more words that were not present within the textbook containing the original story. These findings indicate that the group assigned with creating a new story tended to provide better quality responses than the group assigned to broaden and deepen their interpretations of Urashima Taro. Accordingly, it is possible to conclude that the students responded differently to the reading objectives and that had a significant impact on their writing.

  • Teachers' five roles in scaffolding students' reader response : Analysis of approaches to studying literature using Dazai's short story "Hashire Merosu", KATSUTA Hikaru, IIDA Kazuaki, kokugokakyouiku, 76, (0) 15 - 22,   2014 , According to reader response theory, a teacher's role is not to teach a particular interpretation or response, but to scaffold the students' reader responses. This study investigates that role. For the analysis, I observed lessons (19 hours of data) of junior high school third-grade students. Based on grounded theory, the results revealed that teachers who scaffold students' reader responses typically play five roles. Furthermore, I found a relationship between the students' task and the specific role adopted by the teacher. However, when engaged in conversation with students, teachers dynamically alternate among the five roles.
  • Case study of students' in-class story rewriting process : Analysis of classroom discourse and student interviews, KATSUTA Hikaru, kokugokakyouiku, 75, (0) 24 - 31,   2014 , This study investigated two research questions: (a) To what extent can students write stories at their age level? (b) How do students learn literacy based on their writing in the classroom? These questions were investigated through the analysis of an experimental lesson in which students first wrote stories with no prior instruction and then rewrote them after learning about story grammar. The analysis consisted of four parts. (1) Analyze the student Aoki's writing because of her characteristic manner of rewriting after learning about story grammar. (2) Analyze the effects of Aoki's rewriting on her literacy development. (3) Analyze writing/rewriting of all the students to clarify the features of Aoki's rewriting. (4) Analyze classroom discourse from the perspective of function and content to determine the reasons for Aoki's rewriting approach. The results indicate that (a) junior high school students (grade 2) can write organized stories including a theme without being taught and (b) teaching story grammar enables students to become aware of story structure.
  • Issue on research methodology in children's response to literature, 勝田 光, Journal of language teaching, (38) 59 - 75,   2011 08

Conference Activities & Talks

  • How do teachers scaffold students’ reader responses?: A comparative analysis of middle schools in Japan, Katsuta Hikaru,   2015 07