Training a Child With Reading Difficulties to Read and Write Hiragana Yo-on Scripts

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  • 読み困難児に対する平仮名拗音表記の読み書き習得指導 ―混成規則の利用と聴写指導の効果の検討―
  • ヨミ コンナンジ ニ タイスル ヒラガナヨウオン ヒョウキ ノ ヨミカキ シュウトク シドウ : コンセイ キソク ノ リヨウ ト チョウシャシドウ ノ コウカ ノ ケントウ

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<p>Hiragana is a phonetic system that is one component of the Japanese writing system. In the Japanese language, yo-on is a feature in which a mora is formed with an added sound. Yo-on are represented in hiragana writing by following a hiragana syllable with a smaller version of one of the three y hiragana syllables. The present study investigated effects of training a second grade boy suspected of having dyslexia to read hiragana yo-on scripts. Prior to the study, the boy could not read yo-on scripts. In the study, he was taught the blending rule for yo-on combinations through examples, and trained in the use of imagery and meaningfulness mediation strategies for the elaborated paired-associate learning tasks for yo-on sounds and scripts. Through self-correction, he became capable of reading some yo-on scripts, but not with ease. This suggests that he was using the blending rule for yo-on combinations when learning to read them, at least to some extent. Next, writing yo-on with 2 hiragana syllables was added to the training, thus presenting him with additional self-correction opportunities. After that, he started reading yo-on scripts correctly. Also, he repeated the pronunciation of yo-on after writing the first syllable and before writing the second one. This suggests that, when learning to read yo-on, writing yo-on using 2 hiragana syllables may facilitate phonological awareness, coinciding with the results of other phonological awareness tasks.</p>

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