Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)

Relationship between reading/writing skills and cognitive abilities among Japanese primary-school... Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose reading/writing scores fell below the −1.5SD cut-off differ according to the scripts—Hiragana: 0.2% for reading and 1.6% for writing, Katakana: 1.4% and 3.8%, and Kanji: 6.9% and 6%, respectively. Further, for the normal children, the older the age, the better they performed on cognitive tasks, while the reading/writing disability (RWD) group (below −1.5SD) showed a weaker relationship between the age and the performance level. It was also revealed that for the normal children, the “vocabulary size” was the most potent predictor variable in accounting for Kanji word reading performance for all grades except Grade-6, for whom nonword reading/repetition were also significant predictor variables. In contrast, for Kanji word writing, generally other writing related variables were better predictor variables. The RWD group however showed different patterns of results. Thus the data from the normal and RWD children in the current cohort were discussed in terms of the current theories of reading, and developmental dyslexia. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)

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Publisher
Springer Journals
Copyright
Copyright © 2008 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-008-9128-8
Publisher site
See Article on Publisher Site

Abstract

Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose reading/writing scores fell below the −1.5SD cut-off differ according to the scripts—Hiragana: 0.2% for reading and 1.6% for writing, Katakana: 1.4% and 3.8%, and Kanji: 6.9% and 6%, respectively. Further, for the normal children, the older the age, the better they performed on cognitive tasks, while the reading/writing disability (RWD) group (below −1.5SD) showed a weaker relationship between the age and the performance level. It was also revealed that for the normal children, the “vocabulary size” was the most potent predictor variable in accounting for Kanji word reading performance for all grades except Grade-6, for whom nonword reading/repetition were also significant predictor variables. In contrast, for Kanji word writing, generally other writing related variables were better predictor variables. The RWD group however showed different patterns of results. Thus the data from the normal and RWD children in the current cohort were discussed in terms of the current theories of reading, and developmental dyslexia.

Journal

Reading and WritingSpringer Journals

Published: Jun 27, 2008

References

  • Reading disabilities in modern Japanese children
    Hirose, T.; Hatta, T.
  • The impact of orthographic consistency on dyslexia: A German-English comparison
    Landerl, K.; Wimmer, H.; Frith, U.
  • The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls
    Lewis, C.; Hitch, G. J.; Walker, P.
  • The representation and attainment of students with dyslexia in higher-education
    Richardson, J. T. E.; Wydell, T. N.

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