Method and device for teaching reading of a foreign language based on chinese characters

The present invention relates to an improved method and instruction device for teaching a language based on kanji characters by presenting a compilation of approximately 210 to 420 key kanji in a systematic order. The student is then provided with the phonetic reading of the key kanji in Roman characters, hiragana and katakana. The method involves multiple reinforcement of the phonetic readings and recognition of the key kanji by providing homophones, radicals, Japanese names of the key kanji and the meanings of the key kanji. The final step includes presenting a Japanese writing for the student accompanied by the English translation, the phonetic reading and information on looking up words that the student does not know.

TECHNICAL FIELD 
The invention relates generally to the field of teaching reading of foreign 
languages that use Chinese kanji characters and more specifically to the 
field of teaching how to read Japanese. 
CROSS-REFERENCE TO SUBMITTED APPENDICES 
The preferred method and device for teaching Japanese according to the 
present invention is being filed as Appendix A to the present application. 
BACKGROUND OF THE INVENTION 
This invention relates to a new teaching method and device for teaching 
students how to read Japanese. The Japanese language, like other Far East 
languages, is written using Chinese characters called kanji. Learning all 
of the kanji is close to impossible. In fact, a person knowing only about 
two thousand (2000) kanji is considered literate in Japanese. 
The traditional method of teaching a student the Japanese language 
generally starts with teaching the phonetic kana syllabary. Kana consists 
of 46 characters that define each of the phonetic sounds of the Japanese 
language. The kana syllabaries are very similar to the western alphabet in 
that they can be used to write words phonetically. 
The next step in teaching Japanese is teaching students kanji so that they 
can read Japanese text. Most teaching devices for teaching kanji are 
directed to teaching the basic two thousand (2000) kanji. These systems 
generally comprise of teaching the student the kanji which are taught in 
Japanese elementary schools or by taking kanji off of a standard list. The 
elementary school kanji consist of approximately 1000 kanji and are basic 
vocabulary. However, learning two thousand (2000) kanji to be literate, is 
still a very difficult, time consuming task. 
Adult Americans need a system that will enable them to read the text of 
Japanese periodicals such as the Chuu'oo Kooron and the Bungei Shunjuu 
respectively the equivalent of Foreign Affairs and the Atlantic Monthly. 
The Japanese learn approximately 1000 kanji in six years of elementary 
school. Usually, Adult Americans do not have this amount of time to learn 
kanji. 
Thus, there is a need for a method that can teach one how to read kanji 
characters in a simple yet meaningful way so as to avoid memorizing 
thousands of such characters as well as to avoid the inherent redundancies 
(duplication of radical/kanji homophones) in the prior art in systems. The 
present invention provides one method which satisfied that need. 
SUMMARY OF THE INVENTION 
An object of the current invention is to provide an improved method and 
device for the teaching of a written language that is based on the use of 
Chinese kanji characters. More particularly, the object is to provide a 
method and device for teaching a student how to read languages such as 
Japanese which are written in kanji that overcomes many of the 
shortcomings of the prior art. 
Another object of the present invention is to provide an improved method 
and device for teaching a person to read Japanese newspapers, periodicals 
and books that are written in kanji and kana. 
Still another object of the present invention is to provide a method and 
device for teaching a student to read kana and kanji phonetically. 
Yet still another object of the present invention is to provide a device 
that can be used as a learning tool and as a reference guide that 
overcomes the shortcomings of the prior art. More particularly, it is an 
object of the present invention to provide a device that enables a student 
to easily master kanji that are used in Japanese writings and that can be 
use as a quick reference guide when looking up definitions. 
The present invention meets the above objectives by providing a compilation 
of key kanji that are frequently used in Japanese writings, particularly 
in periodicals. By providing a compilation of key kanji that is 
substantially less than all kanji, the student has a set of kanji that is 
manageable to learn in a much shorter time. More particularly, the key 
kanji should be less than about five hundred (500) characters and is 
preferably on the order of about two hundred (200) characters. Still more 
particularly, the key kanji should be arrange in a systematic order such 
that the student can more easily follow the learning process and refer to 
the key kanji list. By learning the key kanji according to the present 
invention, a student is able to read a substantial amount of the 
characters used in Japanese periodicals and effectively utilize 
Japanese-English dictionaries. 
The present invention more particularly uses an improved method of teaching 
so that the student becomes extremely familiar with the key kanji and many 
of the key kanji homophones and commonly used radicals. The present 
invention also teaches a beginning student hiragana and katakana which is 
used in Japanese newspapers, periodicals and books. 
Still more particularly, the present invention meets the above-identified 
objectives by providing a method of learning the key kanji comprising the 
first step of learning the on-yomi (phonetic readings) of the key kanji. 
This first step includes teaching the student the key kanji on-yomi 
readings by providing the key kanji and the corresponding phonetic reading 
such that the student is quickly provided access to the reading. This can 
be accomplished by providing a corresponding list of on-yomi readings 
adjacent to the key kanji list, by displaying the key kanji with on-yomi 
reading adjacent to the key kanji or by providing the key kanji with audio 
on-yomi reading simultaneously or immediately following the visual 
presentation of the key kanji. 
Furthermore, the first step provides for multiple reinforcement of the 
on-yomi readings of the key kanji by providing the student with the 
on-yomi readings in roman characters, hiragana and katakana. By repeating 
the on-yomi readings, the student is over taught the key kanji readings 
and learns hiragana and katakana. This step can also be used to introduce 
the student to partial cognates and true cognates of the key kanji so that 
the student can learn to use the key kanji as a basis for learning other 
kanji by recognizing common grapho-phonetic elements. 
The present invention provides a second step of providing the student with 
the key kanji and corresponding homophones of the key kanji. This further 
reinforces the readings of the key kanji by reassociating the kanji with 
the on-yomi reading and increases the number of kanji that the student 
knows or can recognize. This step generally comprises visualizing the key 
kanji with multiple homophone kanji adjacent thereto. It should be noted 
that all the homophones share a grapho-phonetic element with the key 
kanji. 
The present invention provides a third step of teaching radicals. This step 
comprises the sub steps of providing the radicals in conjunction with key 
kanji that often use the radical, providing both the Japanese and English 
names of the radicals and then providing on-yomi readings of radicals that 
double as kanji. By teaching the student both the Japanese and English 
names of the radicals and then teaching the student the on-yomi of 
radicals that double as characters, the readings of the key kanji and of 
the radical is reinforced and the number of kanji the student will 
recognize is increased. 
The fourth step of the present invention includes providing the kun-yomi 
readings of the key kanji. The kun-yomi is the native Japanese reading of 
the key kanji and the definition of the kanji. 
The present invention provides a fifth step where the student is taught the 
meaning of the key kanji in both Japanese and English. It should be noted 
that the definitions of the kanji can change dramatically depending upon 
radical used with the kanji. However, as shown earlier in the second step, 
adding different radicals to the kanji often does not change the kanji's 
on-yomi reading. This step, thus, provides the student with chance to 
return to the on-yomi reading of the key kanji and a first look at kanji 
meanings. In this way, the student is very familiar with the kanji before 
trying to memorize their definitions. 
The sixth step of the present invention is a further reinforcement of 
learning the key kanji by teaching the student common kanji compounds 
composed of the key kanji. This step further solidifies the recognition of 
the key kanji and reinforces the on-yomi readings. 
The present invention also comprises a practice step of providing the 
student with the key kanji and the corresponding Japanese Industrial 
Standard (JIS) Code and teaching the student how to utilize the same for 
translating Japanese writings. The JIS Code is very advantageous to learn 
because it can provide an easy way to look up words rapidly in Japanese 
dictionaries, particularly, electronic dictionaries that use the JIS Code. 
By this step, the student is very familiar with the key kanji and their 
locations in the compilations. Thus, it becomes very easy for the student 
to use this compilation as a dictionary as well as for learning the JIS 
Code and reinforcing the key kanji. This step also includes a sub step of 
teaching the student how to use the JIS Code through examples. 
Another part of the method for teaching a student to read Japanese involves 
the actual reading of Japanese. An example writing is provided for the 
student to read with the aid of the English translation, JIS Code 
information and the on-kun readings. The student is now familiar with the 
key kanji as well as the katakana that are used in this document. 
Therefore, it provides a good reinforcement of the kanji teachings that 
were established in the aforementioned steps. 
A still additional part of the invention includes providing the student 
with an expanded compilation of key kanji and kanji compounds. This 
expanded list of key kanji can greatly increase the number of kanji that 
the student can recognize. The expanded compilation of key kanji 
incorporates the original key kanji and is presented so that the student 
is quickly provided the on-yomi reading of the kanji. This strengthens the 
students recognition of the original key kanji and provides a step to 
further increase the number of kanji the student can recognize. 
Furthermore, the student is provided a compilation of kanji compounds that 
are frequently used in Japanese writings. The student is encourages to 
read the compounds to increase her kanji recognition and reading skills. 
The present invention further meets the aforementioned objectives by 
providing an improved learning device of a compilation of key kanji 
organized according to the gojuu-on or Japanese sound table that forms the 
Japanese "alphabet." The key kanji, properly organized, are presented on a 
single sheet of material preferably in column and row form. By using a 
single sheet of material, the student is provided with an efficient 
reference guide that is quickly mastered for quick recognition during the 
initial learning stages and later referral. In this manner, the student 
can be provided with the many learning steps in a repetition manner which 
further aids the learning process. 
The method and device of the present invention will become more easily 
understood and apparent when referring to the following detailed 
description of the preferred embodiments.

DETAILED DESCRIPTION OF THE INVENTION 
Referring to FIG. 1a, a compilation of key kanji 10 is shown in columns 12 
and in rows 14. In the preferred embodiment, the compilation of key kanji 
10 is provided in a systematic order. Systematic should be interpreted 
according to its plain meaning, but, as shown in FIG. 1a, it includes 
providing the key kanji 10 in columns 12 and rows 14, on a single sheet of 
material 16. A numerical index 18 is also provided to locate the key 
kanji. Preferably, the key kanji 10 are arranged in the systematic order 
of the gojuu-on zu (similar to alphabetically in English) that form the 
kana (the Japanese "alphabet"). By providing the key kanji 10 in the 
gojuu-on order, the student naturally learns the gojuu-on system and 
enables the student to use Japanese-English dictionaries that are based on 
the syllabaries. 
Key kanji 10 are common kanji. Preferably, the key kanji 10 are those kanji 
that most often appear in selective writings. As an example, in the 
embodiment of the invention described herein, the key kanji 10 are 
compiled for general Japanese reading with a slight bias for reading 
periodicals, newspapers and books. The key kanji 10 can be selected so 
that the key kanji 10 do not include high frequency radicals that also 
serve as kanji. The selection of key kanji can favor kanji that appear as 
the head character in kanji compounds and can avoid homophones of the key 
kanji. The key kanji 10 should be selected such that a student is not over 
burdened with trying to memorize them. Therefore, the key kanji 10 should 
be comprised of approximately five hundred 500 kanji or less, not enough 
for literary. 
FIG. 1a shows that the key kanji 10 are listed by columns 12 such that the 
student reads the key kanji 10 by starting in the upper left hand corner 
and reading down the first column 12 and working column by column to the 
right. In the preferred embodiment, the key kanji 10 are comprised of 
approximately 180 to 240 kanji. More particularly, 7 columns of 30 kanji 
each is preferred so that there are 210 key kanji 10. In this manner, the 
student is provided with a manageable list of kanji to learn and memorize. 
Furthermore, by presenting the key kanji 10 in a systematic order, the 
student can memorize the key kanji 10 quicker and can more easily refer 
back to the key kanji 10. 
FIG. 1b shows the corresponding on-yomi readings or phonetic readings for 
the key kanji in roman characters 20. Similar to the key kanji 10 in FIG. 
1a, the roman character on-yomi or phonetic readings 20 are presented in 
columns 22 and rows 24 on a single sheet of material 26. In this manner, 
the roman character on-yomi reading 20 follows the key kanji reading 10 
and the student can quickly refer to the roman on-yomi reading 20 as she 
reads the key kanji 10. It should be noted that while the preferred 
embodiment is to present the on-yomi in a visual form as in FIG. 1b, the 
on-yomi reading could be presented or supplemented with audio presentation 
of the on-yomi reading 20. An audio presentation can comprise of a voice 
reading the key kanji 10 following the column format so that the student 
can visually read the key kanji 10 while listening to on-yomi reading. 
Preferably, the audio presentation is recorded such that the student can 
review the key kanji multiple times. 
Referring to FIG. 2a, the compilation of key kanji 10 is shown, again in 
columns 12 and in rows 14. However in this figure, several partial 
cognates 15 are presented. The partial cognates 15 are kanji that, thanks 
to a grapho-phonetic element, share a similar pronunciation with the 
corresponding key kanji 10, e.g., KI and GI are presented in column 2, 
line 7. By presenting the partial cognates 15, the number of kanji the 
student can recognize is increased. 
FIG. 2b shows the corresponding on-yomi readings or phonetic readings for 
the key kanji 10 and partial cognates 15 in hiragana 30 which is similar 
to the English alphabet. Again, the hiragana on-yomi 30 or phonetic 
readings are presented in columns 32 and rows 34 on a single sheet of 
material 36. In this manner, the hiragana on-yomi reading 30 follows the 
key kanji reading 10 or the partial cognate 15 and the student can quickly 
refer to the hiragana on-yomi reading 30 as she reads the key kanji 10. 
Referring to FIG. 3a, the compilation of key kanji 10 is shown. However in 
this figure, true cognates 17 of some of the key kanji 10 are presented. 
The true cognates 17 are kanji that share a grapho-phonetic element and 
the phonetic reading with the corresponding key kanji 10, e.g., AN and AN 
in column 1, line 1. By presenting the true cognates 17, the number of 
kanji the student is learning is increased. 
FIG. 3b shows the corresponding on-yomi readings or phonetic readings for 
the key kanji 10 in katakana 40 which is used similar to the English 
alphabet. Similar to the key kanji 10 in FIGS. 1a and 3a, the katakana 
on-yomi or phonetic readings are presented in columns 42 and rows 44 on a 
single sheet of material 46. In this manner, the katakana on-yomi readings 
40 follows the key kanji reading 10 and the student can quickly refer to 
the katakana on-yomi reading 40 as she reads the key kanji 10 and the true 
cognates 17. 
Now referring to FIGS. 4a and 4b, the key kanji 10 of FIG. 1a are presented 
to the student with homophone kanji 50. FIG. 4a shows the key kanji 10 in 
the same format as FIG. 1a. However, adjacent to many of the key kanji 10 
in FIG. 4a are common homophone kanji 52. The common homophone kanji 52 
are true cognates of the key kanji 10. Since the common homophone kanji 52 
sound the same as key kanji 10, their on-yomi reading is the same as the 
key kanji 10. Similarly, in FIG. 4b, multiple homophones 60 of the key 
kanji 10 are presented in the same column and row format to correspond to 
the key kanji 10. In this compilation, the multiple homophones 60 are 
separated by dots 62 into more common homophones 64 to the left of the 
dots 62 and less common homophones 66 to the right of the dots 62. 
FIG. 5a shows a compilation of key kanji and their radicals 72. The kanji 
radical 72 is presented to the right of the key kanji 10. Again, the key 
kanji 10 are provided in the systematic order and on a single sheet of 
material 70 as in FIG. 1a. As shown, the kanji radicals 72 are part of the 
key kanji 10. 
FIGS. 5b provides the names 80 to the radicals 72 in English. The radical 
names 80 are provided in column and row format to correspond to FIG. 5a. 
FIG. 6a shows the compilation of key kanji and radicals 70. 
FIGS. 6b provides the names 90 to the radicals 72 in Japanese. The radical 
names 90 are provided in hiragana and in column and row format to 
correspond to FIG. 6a. 
FIG. 7a presents the key kanji 10 with the key kanji radical reference 
numeral 74 to the right of each key kanji 10. 
FIG. 7b presents the key kanji radicals Japanese names 100 in hiragana. In 
this figure, the Japanese names 100 are presented with the hiragana of the 
name 76 and the reference numeral 74. This compilation of the Japanese 
names 100 does not follow the order of FIG. 7a, but is organized in 
numerical order according to the reference numerals 74. This compilation 
of Japanese names 100 can be used in conjunction with the key kanji 10 and 
radicals 72 by using the reference numerals 74. 
FIG. 8a shows the compilation of key kanji and key kanji radicals 70 as 
shown in FIGS. 5a and 6a. 
FIG. 8b presents the compilation of radicals that double as kanji 110. The 
radicals that double as kanji compilation 110 is presented in the 
systematic order format to correspond to FIG. 8a. In this compilation, 
when the radical 72 does not double as a kanji, the radical 72 is 
presented in the corresponding location to FIG. 8a and is followed by 
dashes 112. When the radical 72 does double as a kanji, the radical 72 is 
presented and the on-yomi reading 114 is presented to the right thereof. 
FIG. 9a presents a compilation of kun-yomi 120 or native Japanese readings 
of the key kanji 10. The kun-yomi reading of a kanji is used when a 
Japanese word is written using a single kanji character and hiragana. The 
kun-yomi 124 are presented in the systematic order adjacent to the key 
kanji 10. When no kun-yomi reading exists for the corresponding key kanji 
10, a double dash 122 is provided to enable the student to maintain and 
follow the corresponding locations to key kanji 10 locations. 
FIG. 9b presents a compilation of kun-yomi English meanings 130 to 
correspond to the kun-yomi compilation 120. Where appropriate, the key 
kanji 10 is provided with the English meaning 132 of the kun-yomi 120 to 
the right thereof. Again, where no kun-yomi exists, a dash line 134 is 
presented where the English definition would be. 
FIG. 10a is a compilation of key kanji and meanings 140. The key kanji 10 
are provided in the systematic order to correspond to FIG. 1a along with 
the Japanese meaning 142 to the right thereof. 
FIG. 10b is a compilation of key kanji and English meanings 150. The key 
kanji 10 again are provided in the systematic order to correspond to FIG. 
1a with the English meaning 152 to the right thereof. 
FIG. 11 is a compilation of key kanji compounds 160. The compilation of key 
kanji compounds 160 is comprised of two or more character compounds 160. 
The key kanji 10 of the compounds 160 are presented in the systematic 
order to correspond to FIG. 1a. A second character 162 of each compound 
160 is also a key kanji and is located adjacent and to the right of the 
first key kanji 10. 
FIG. 12 is a compilation of the key kanji and Japanese Industrial Standard 
(JIS) Code numerals 170. The key kanji and JIS Code numerals compilation 
170 is also presented in the systematic order to correspond to FIG. 1a. 
Here, the key kanji 10 are presented with the corresponding JIS Code 
numeral 172 to the right thereof for approximately instantaneous 
reference. 
FIGS. 13a and 13b provide a block diagram of the preferred method of 
teaching Japanese according to the present invention. Each of the steps of 
the method as shown in FIGS. 8a and 8b are discussed with reference to the 
preceding figures for further definition. 
A first step 200 preferably comprises the steps of providing key kanji 10 
and on-yomi readings 20, 30 and 40 of the key kanji as shown in FIGS. 1a, 
1b, 2a, 2b, 3a and 3b. In the preferred embodiment, the key kanji 10 are 
provided in well organized and easy to reference manner such as a column 
12 and row 14 format with a numerical index 18 on a single sheet of 
material 16 as in FIG. 1a. The on-yomi readings 20, 30 and 40 should be 
provided adjacent to the key kanji 10 for quick and easy referencing. In 
the preferred embodiment, the key kanji 10 are provided on a single sheet 
of material with the on-yomi reading 20, 30 and 40 on a sheet of material 
26, 36 and 46 facing the key kanji 10. In this manner, the student can 
examine the key kanji 10 to recognize the character and then quickly refer 
to the on-yomi 20, 30 and 40 reading. The first step 200 is preferably 
comprised of three cycles: first, providing the key kanji 10 with the 
on-yomi in roman characters 20 adjacent thereto (FIGS. 1a and 1b); second, 
providing the key kanji 10 with the on-yomi reading in hiragana 30 
adjacent thereto (FIGS. 2a and 2b); and third, providing the key kanji 10 
with the on-yomi in katakana 40 adjacent thereto (FIGS. 3a and 3b). In the 
preferred embodiment, this is accomplished by providing the key kanji 10 
on a single sheet of material 16 three separate times as shown in FIGS. 
1a, 2a and 3a with the three on-yomi readings 20, 30 and 40 on 
corresponding facing sheets of material 26, 36 and 46. In this manner, the 
student is repeating the on-yomi learning with three separate and distinct 
forms of compilations of on-yomi readings for improved memorization from 
repetition and for learning hiragana and katakana. 
In an embodiment of the invention, the first step can include teaching the 
student partial cognates 15 and true cognates 17. This can be accomplished 
by presenting either the partial cognates 15 (FIG. 2a) or true cognates 17 
(FIG. 3a) beside the key kanji 10 so that the student can recognize the 
shared grapho-phonetic element between the kanji. 
A second step 210 consist of providing the key kanji 10 and corresponding 
common homophones 52. As shown in FIG. 4a, the preferred method of 
presenting common homophones 52 is to present the common homophones 52 
adjacent to the key kanji 10. In this step the student can greatly 
increase the number of kanji recognized by the student. First, the student 
is again repeating the on-yomi readings of the key kanji because the key 
kanji 10 are presented in the same order as FIG. 1a with the same index 
18. Second, the student will recognize that the common homophones 52 are 
generally similar to the key kanji 10 because they share a grapho-phonetic 
element. This is emphasized even greater by having the student review the 
multiple homophones 60 as shown in FIG. 4b. Here, the more common 
homophones 64 are presented with the less common homophones 66 presented 
to the right thereof with a dot 62 juxtaposed therebetween. Since the 
homophones 60 have the same on-yomi reading as the key kanji 10, the 
student greatly increases the number of kanji she can read by recognizing 
the homophones 64 and 66 of the key kanji 10. 
A third step 220 consists of teaching the student radicals. In the 
preferred embodiment, the key kanji radicals 72 are compiled with the key 
kanji 10 as shown in FIGS. 5a, 6a and 8a. The radicals 72 should be 
presented with key kanji 10 that either includes the radical or is often 
combined with the radical. In this manner, the student is familiarized 
with the radicals 72. This step also teaches the student various sections 
of the key kanji 10 because many of the key kanji 10 include the radical 
72. Thus, the student can more easily identify the key kanji 10. 
The third step 220 preferably consists of several cycles that reinforce the 
teaching of the radicals 72. In the first two cycles, the English names 80 
and Japanese names 90 and 100 are provided. By providing the radical 72 
adjacent to the radical names as shown in FIGS. 5a and 5b and in FIGS. 6a 
and 6b, the students familiarity with the radicals 72 is increased due to 
the repetition. Another cycle consist of identifying the Japanese name of 
the radicals 72 written in hiragana as shown in FIGS. 7a and 7b. To 
increase the student's recognition of both the radicals 72 and hiragana, 
the names of the radicals 72 are written in hiragana, but presented 
according to the reference numerals 74 as shown in FIG. 7b. Then still 
another cycle consists of providing the student a compilation of the 
radicals 72 that double as kanji 110. As shown in FIG. 8b, for the 
radicals that double as kanji 110 the student is presented with the kanji 
radical 72 in the order that follows the radicals presented in FIG. 8a 
with the on-yomi reading 114 directly adjacent thereto. This cycle also 
consist of repeating the teaching of the kanji/radicals 72 that are most 
common by presenting them repeatedly as shown in FIG. 8b. This cycle again 
increases the number of kanji that the student knows, and teaches and 
reinforces the teachings of many radicals. 
The fourth step 230 comprises the teaching of kun-yomi readings 120 and 130 
of the key kanji 10. As shown in FIGS. 9a and 9b, the kun-yomi readings or 
native Japanese readings, are presented in Japanese 120 and in English 130 
directly adjacent to the key kanji to confirm the kanji reading more 
easily. Again, the key kanji 10 are arranged in the corresponding order to 
FIG. 1a so that the student can quickly associate the kanji kun-yomi 
readings 120 and 130. 
In FIG. 13b, the fifth through eighth steps 240, 250, 260 and 270 are 
shown. The fifth step 240 preferably comprises teaching the student the 
definitions 140 and 150 of the key kanji as shown in FIGS. 10a and 10b. It 
should be noted that the student should be very familiar with the key 
kanji 10 by this point. The student has memorized the key kanji on-yomi 
readings 20, 30 and 40, homophones 50 and the kanji radicals 72 for many 
of the key kanji 10 in the systematic order of FIG. 1a repeated for each 
step. 
The fifth step 240 comprises the cycles of learning the kanji definitions 
in Japanese 140 and in English 150 as shown in FIGS. 10a and 10b 
respectively. Again the student is presented with the key kanji 10 in the 
order that corresponds to FIG. 1a and the material being taught, the 
Japanese meanings 142 and the English meanings 152, is presented directly 
adjacent to the key kanji 10. The material presented in this step can also 
be used later as reference guides for the definitions 140 and 150 of the 
key kanji 10. 
The sixth step 250 comprises reinforcing the teaching of the key kanji 10 
by presenting the same in compound form 160 as shown in FIG. 11. Again, 
the key kanji 10 are presented in the order corresponding to FIG. 1a. 
However, in this step, the key kanji 10 are followed by at least a second 
key kanji 162 so that kanji compounds 160 are formed. This step is used as 
a drill exercise for improving the students recognition of the key kanji 
10. The step consists of reading each of the key kanji compound 160 and 
going back to step 1 to reaffirm the on-yomi reading for any of the key 
kanji 10 that the student cannot recognize and read. 
The seventh step 260 comprises teaching the student to use the JIS Code 
numerals 172 for the key kanji 10. This step is again accomplished by 
presenting the key kanji 10 in the corresponding order to FIG. 1a with the 
material to be taught, the JIS Code numerals 172, directly adjacent 
thereto. This provides the student with quick reinforcement of the JIS 
Code numerals 172. The material presented in this step can again be 
memorized or merely familiarized for use as a reference tool later. This 
is particularly useful in conjunction with an electronic dictionary that 
uses the JIS Code. This step can further include providing the student 
with steps on how to use the JIS Code. By knowing the JIS Code for the key 
kanji, the student can look up the meanings of words containing the key 
kanji 10 as part of a kanji compound. 
The eighth step 270 comprises reading Japanese text. In this step 270, the 
student is presented with at least one Japanese text to read. Preferably, 
this step is supplemented with providing explanation of the text or 
information on using the key kanji and JIS Code along with the text. In 
the preferred embodiment, the English translation, on-kun reading, radical 
and JIS Code information is provided for the student to follow as she 
reads through the text. 
Referring now to FIGS. 14a and 14b, a section of a compilation of expanded 
key kanji and on-yomi readings 300 is shown. This compilation 300 consists 
of expanded key kanji 310 being presented in a systematic order of column 
and rows according to the gojuu-on zu with the on-yomi reading 312 
directly adjacent to the expanded key kanji 310. This list of expanded key 
kanji 310 differs from the key kanji 10 in that this list consists of 420 
key kanji. Essentially, this list of expanded key kanji 310 is comprised 
of the preferred 210 key kanji 10 with another 210 common kanji integrated 
therein. The expanded key kanji 310 can be used to replace the key kanji 
10 in the steps discussed herein or, preferably, can be provided to the 
student learning kanji after the student has master the key kanji 10. This 
way, the student can increase the number of kanji she knows or could use 
the compilation 300 as a dictionary type reference. 
FIG. 14b further discloses a compilation 320 comprising of the expanded key 
kanji 310 with the JIS Code numerals 314 directly adjacent thereto. 
Similarly, this compilation of key kanji and JIS Code numerals 320 is 
preferably used as a dictionary type reference for the kanji student after 
the student has mastered the key kanji 10. 
FIG. 15 further discloses a section of common kanji compounds 330. In an 
embodiment of the invention, the student can be presented with common 
kanji compounds 330 for reading after she has master the key kanji 10 or 
expanded key kanji 310. This will enable the student to practice reading 
kanji compounds. 
Appendix A (filed with the present application and referred to above in the 
"Cross-Reference to Submitted Appendices") includes the complete 
compilations of the preferred 210 key kanji, the key kanji on-yomi 
readings, key kanji homophones, radicals and their names, radicals that 
double as kanji, key kanji kun-yomi readings, key kanji meanings, key 
kanji collated with the JIS Code, 210 key kanji compounds, a publication 
written in Japanese along with the translation to English and on-yomi 
reading in roman characters, 420 key kanji with on-yomi readings and JIS 
Code numerals, a compilation of common kanji compounds and the academic 
list of kanji which references the 996 characters that are taught in 
Japanese elementary school. 
The above description and the submitted Appendix A are merely illustrative 
of the invention, and numerous modifications to the method and support 
material may be devised by those skilled in the art without departing from 
the inventive concept herein. Accordingly, the true spirit and scope of 
the present invention is only to be determined by the claims appended 
hereto.