When instructing reading and composition, teachers should have students write down dictated vocabulary, short phrases, simple sentences, etc., occasionally modifying these, in order to deepen their understanding of how "kana" (i.e., phonetic characters) and vocabulary are used. This can be broken down into the following four activities: (1) Transcribing dictated vocabulary; (2) Transcribing dictated short phrases; (3) Transcribing dictated simple sentences; and (4) Modifying simple sentences. However, dictation practice is limited to the first two activities [of transcribing vocabulary and short phrases], and no attention is paid to the other activities, with the result that the relation between reading and composition instruction becomes [as disconnected] as described in the early part of this article. Thus, the main argument the author wishes to pursue will be made by focusing on the third and fourth activities [transcribing dictated simple sentences and modifying simple sentences]. (Contains 2 footnotes.)