読み困難児におけるひらがな読字能力と音韻処理能力の関連性の検討:―音読潜時と発話時間から― [in Japanese] Relation Between Reading and Phonological Processing in Children With Reading Difficulties: Reading Latency and Articulation Time [in Japanese]
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The present study investigates the relation between reading and phonological processing in school-age children with and without reading difficulties (RD). After the developmental change in this relation in children without reading difficulties (grades 1-6; <I>N</I>=120) had been examined, the nature of reading problems and phonological deficits, and the relation between them, were investigated in children with reading difficulties (<I>N</I>=10; 9 elementary-school boys, 1 middle-school girl). Reading ability was assessed by having the children read kana characters, words, and nonwords. For the analysis, reading time was divided into reading latency and articulation time. Phonological processing was assessed by using a mora deletion task and a nonword repetition task. The results suggested that the correlation between reading and phonological processing varied with grade level for children without reading difficulties, which implies that the relationship shifts during reading development. A deviance analysis suggested that the children with reading difficulties had significantly longer reading latency for kana words and longer articulation time for kana nonwords. Moreover, the children with reading difficulties were significantly slower in the mora deletion task. The present findings suggest that a failure to develop whole-word recognition skills and a deficit in phonological awareness may play key roles in the reading problems of Japanese children.
- The Japanese Journal of Special Education
The Japanese Journal of Special Education 49(5), 435-444, 2012
The Japanese Association of Special Education