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Journal of Psychological Abnormalities
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Research Article

Characteristics of Developmental Dyslexia in Japanese Kana: from the Viewpoint of the Japanese Feature

Shino Ogawa1*, Miwa Fukushima-Murata2, Namiko Kubo-Kawai3, Tomoko Asai4, Hiroko Taniai5 and Nobuo Masataka6

1Graduate School of Medicine, Kyoto University, Kyoto, Japan

2Research Center for Advanced Science and Technology, the University of Tokyo, Tokyo, Japan

3Faculty of Psychology, Aichi Shukutoku University, Aichi, Japan

4Nagoya City Child Welfare Center, Aichi, Japan

5Department of Pediatrics, Nagoya Central Care Center for Disabled Children, Aichi, Japan

6Section of Cognition and Learning, Primate Research Institute, Kyoto University, Aichi, Japan

Corresponding Author:
Shino Ogawa
Graduate School of Medicine, Kyoto University
Yoshida-Konoe-cho, Sakyo-ku, Kyoto, 606-8501, Japan
Tel: +81-75-751-3373
E-mail: [email protected]

Received date: May 08, 2014; Accepted date: July 14, 2014; Published date: July 21, 2014

Citation: Ogawa S, Fukushima-Murata M, Kubo-Kawai N, Asai T, Taniai H, et al. (2014) Characteristics of Developmental Dyslexia in Japanese Kana: from the Viewpoint of the Japanese Feature. J Psychol Abnorm Child 3:126. doi:10.4172/2329-9525.1000126

Copyright: © 2014 Ogawa S, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.


This study identified the individual differences in the effects of Japanese Dyslexia. The participants consisted of 12 Japanese children who had difficulties in reading and writing Japanese and were suspected of having developmental disorders. A test battery was created on the basis of the characteristics of the Japanese language to examine Kana’s orthography-to-phonology mapping and target four cognitive skills: analysis of phonological structure, letter-to-sound conversion, visual information processing, and eye–hand coordination. An examination of the individual ability levels for these four elements revealed that reading and writing difficulties are not caused by a single disability, but by a combination of factors. Additionally, the combination of individual elements differed among the participants, which indicates that children with learning disabilities may need different types of support even if they have similar reading and writing difficulties. Furthermore, this study demonstrated that words written in Kana, one of the Japanese syllabic, are easy to segment into phonological units, but difficult to interpret when attempting to link each letter to its corresponding sound. These findings can help change the concept of Japanese dyslexia and have a significant impact on education methods and techniques in Japan.


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