Efficacy of Decoding Training for Children with Difficulty Reading <i>Hiragana</i>

DOI 13 References
  • Uchiyama Hitoshi
    Department of Education, Faculty of Regional Sciences, Tottori University Department of Clinical Research, Tottori Medical Center, National Hospital Organization
  • Tanaka Daisuke
    Department of Education, Faculty of Regional Sciences, Tottori University Department of Clinical Research, Tottori Medical Center, National Hospital Organization
  • Seki Ayumi
    Department of Education, Faculty of Regional Sciences, Tottori University Department of Clinical Research, Tottori Medical Center, National Hospital Organization
  • Wakamiya Eiji
    Faculty of Medical Health, Aino University
  • Hirasawa Noriko
    Graduate School of Education, Gifu University
  • Iketani Naotake
    Faculty of Education, Division of Special Needs Education, Gifu University
  • Kato Ken
    Department of Education, Attached Elementary School, Gifu University
  • Koeda Tatsuya
    Department of Education, Faculty of Regional Sciences, Tottori University Department of Clinical Research, Tottori Medical Center, National Hospital Organization

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Other Title
  • 平仮名音読に困難を示す小児への解読指導の効果に関する研究

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Description

  Objective: The present study aimed to clarify the efficacy of decoding training focusing on the correspondence between written symbols and their readings for children with difficulty reading hiragana (Japanese syllabary).<br>  Methods: Thirty-five children with difficulty reading hiragana were selected from among 367 first-grade elementary school students using a reading aloud test and were then divided into intervention (n=15) and control (n=20) groups. The intervention comprised 5 minutes of decoding training each day for a period of 3 weeks using an original program on a personal computer. Reading time and number of reading errors in the reading aloud test were compared between the groups.<br>  Results: The intervention group showed a significant shortening of reading time (F(1,33)=5.40, p<0.05, two-way ANOVA) compared to the control group. However, no significant difference in the number of errors was observed between the two groups. Ten children in the control group who wished to participate in the decoding training were included in an additional study; as a result, improvement of the number of reading errors was observed (t=2.863, p<0.05, paired t test), but there was no improvement in reading time.<br>  Conclusions: Decoding training was found to be effective for improving both reading time and reading errors in children with difficulty reading hiragana.

Journal

  • NO TO HATTATSU

    NO TO HATTATSU 45 (3), 239-242, 2013

    The Japanese Society of Child Neurology

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