Japanese

Training to improve fluency of kana writing in a case of developmental dyslexia Naomi Mizuno 1 , Akihiro Kawasaki 2,3 , Takashi Goto 4 , Yuko Ogino 5 , Keiko Izumi 1 , Kazuko Ito 1 1Social Welfare Juridical Parson Matsubaraaiikukai Ishikawaryouiku-center 2University of Toyama, Faculity of Human Development 3Department of Neurological Surgery, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences 4Department of Speech, Language and Hearing Therapy, Faculty of Health Sciences, Mejiro University 5Faculty of Education, Graduate School of Education, School of Education Hokkaido University Keyword: 発達性dyslexia , ひらがな書字 , 指導効果 , 流暢性 , 自動化能力 , developmental dyslexia , kana writing , training effect , fluency , automatization pp.150-158
Published Date 2012/11/15
DOI https://doi.org/10.11477/mf.6001100337
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 This study reports a case of developmental dyslexia who underwent successful training for kana writing based on a neuropsychological analysis of her difficulty. The first grader was able to write kana accurately, but her writing fluency was quite inadequate for school learning. Results of her neuropsychological evaluation indicated impairment in visual information processing and automatization. With a training program based on this analysis, she improved in writing such that she could write all the basic 46 hiragana characters fluently. It suggests that in writing training for individuals with developmental dyslexia, it is important to address underlying neuropsychological problems to improve fluency as well as accuracy.


Copyright © 2012, 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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