Research of Visual Processing/Phonological Processing Composite Hypothesis in Japanese developmental dyslexia
| Project/Area Number |
17530681
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Special needs education
|
|---|
| Research Institution | Hirosaki University |
|---|
Principal Investigator |
MATSUMOTO Toshiharu Hirosaki University, Hirosaki University, Faculty of Education, Professor (50199882)
|
|---|
| Project Period (FY) |
2005 – 2007
|
| Project Status |
Completed (Fiscal Year 2007)
|
| Budget Amount *help |
¥2,510,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥210,000)
Fiscal Year 2007: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥1,000,000 (Direct Cost: ¥1,000,000)
|
|---|
| Keywords | learning disability / reading / writing disability / visual processing / phonological processing / dyslexia / vocal reaction time / LD |
|---|
| Research Abstract |
This research include following studies: 1) semantic processing and phonological processing in reading Hiragana characters in an adolescent with developmental dyslexia, 2) developmental transition in reading difficulty of a children with weakness of visual cognition, 3) cognitive properties of two children with reading difficulty and the efficiency of training which employ Japanese 50 syllable table and paired associative learning to them, 4) efficiency of PHONICS training to Japanese high school student with learning difficulty of English and their cognitive properties, and 5) the score of dyslexia checklist, the performances of phonological task, and one of visual tasks for Japanese 50 children (grade 1-15).
The results were as below. In study 1, the adolescence dyslexic was able to read word list as quickly as normal adults, while vocal reaction time to pseudo word is apparently slow. In study 2, although his reading/writing disability was salient from grade 1 to 3, the difficulty improved later. In study 3, the training had no effect to a child with disability of phonological processing. In study 4, PHONICS training is effective even to the student who shows slow vocal reaction time to pseudo word. In study 5, for grade 1-3, there was relatively strong correlation between the score of dyslexia checklist and vocal reaction time to Hiragana characters (grapheme to phoneme conversion). Also, for grade 4-5, relatively strong correlation only between the score of dyslexia checklist and vocal reaction time to pseudo word. In contrast, correlation was not found between the score of dyslexia checklist and performance of Rey complex figure, and between the performance of reading/writing Kanji characters and one of Rey complex figure, in any grade group.
|
Report
(4 results)
Research Products
(16 results)
