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Improvement in self-esteem from assistive technology training for a case of developmental dyslexia and dysgraphia Toshihiro Kohno 1 1School for the Mentally Disabled Students, Kanazawa University Keyword: 読み書き障害 , 支援技術 , 自尊感情 , developmental dyslexia , assistive technology , self-esteem pp.115-119
Published Date 2008/7/15
DOI https://doi.org/10.11477/mf.6001100163
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 This case report describes the improvement in self-esteem as a result of a five-month training program using assistive technology for a third grade boy with developmental dyslexia and dysgraphia. Previous reports of developmental dyslexia and dysgraphia usually dealt directly with children's reading and/or writing impairments. However, since dyslexia and dysgraphia tend to persist despite this approach, it is of primary importance to preserve the child's self-esteem, and an alternative approach using assistive technology to compensate for reading and writing difficulties should be considered. For this case study, a text-reader was used for reading difficulty and a word processor was used for writing difficulty. The comparison of the results of Yatabe-Guilford Personality Test for Children administered before and after the training showed an improvement in emotional stability. This finding suggests that training with assistive technology could be an effective method for improving self-esteem of children with dyslexia and dysgraphia.


Copyright © 2008, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.

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電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会

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