[Updated on Apr. 18] Integration of CiNii Articles into CiNii Research

Evaluation of cognitive abilities required for kana-reading/ writing in preschool children.

  • Kawasaki Akihiro
    Department of Otolaryngology-Head and Neck Surgery, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Department of Neurological Surgery, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Department of Clinical Research Tokushima National Hospital
  • Sugisita Syuuhei
    Department of Rehabilitation Tokushima National Hospital
  • Hukusima Kunihiro
    Department of Otolaryngology-Head and Neck Surgery, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
  • 新川 里佳
    岡山大学大学院 医歯薬学総合研究科 耳鼻咽喉・頭頸部外科学
  • 新城 温子
    岡山大学大学院 医歯薬学総合研究科 耳鼻咽喉・頭頸部外科学
  • Kataoka Yuko
    Department of Otolaryngology-Head and Neck Surgery, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
  • Koyama Akie
    Asahikawasou Ryouikuen
  • Nishizaki Kazunori
    Department of Otolaryngology-Head and Neck Surgery, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences

Bibliographic Information

Other Title
  • 就学前時のひらがな書字習得に必要な認知機能の精査
  • Application as a screening test for developmental dyslexia in preschool children
  • 発達性読み書き障害児の就学前介入を目的とした評価試案

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Abstract

Various outcomes of language development have been reported among children with prelingual hearing impairment and successful hearing intervention may not always ensure appropriate language development in their future. Learning disability is the symptom that is most frequently combined with hearing impairment, accounting for nearly 10% of these children. The combination of developmental dyslexia, which is the main symptom of learning disabilities, may hamper their language development by affecting their reading/writing ability. However, the detection of developmental dyslexia during their preschool period is highly difficult regardless of the presence of hearing loss. Before evaluating hearing impaired children,37 normal-hearing children in preschool education were examined in terms of the cognitive abilities that are required for reading/writing abilities. The evaluations included Raben's colored progressive matrix test (RCPM), language developmental tests (S-S), Benton's visual memory tests, Phonological awareness tests and the Single Kana-moji writing test. S-S test and RCPM are useful for the exclusion of the cases with apparent developmental delays and reading comprehension did not correlate with their calendar age. However, drastic development of Kana-writing was observed after 60 moths of age.

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