Article 11th (Predicting The Reading Skill of Japanese Children)

Written language supports almost all areas of modern society, such as learning, business, leisure, and social systems. Some people have difficulty in reading and writing to the extent that they fail to learn or work, through developmental dyslexia. Developmental dyslexia, which is a subset of specific learning disorders, is a disablement of literacy development. Developmental dyslexia is understood as a long-term chronic disorder that affects between 5 and 17.5% of children.

The Japanese writing system differs significantly with language using letters. There are two types of writing systems in Japanese: phonogrammatic kana, which consists of hiragana and katakana, and kanji logogram. Because the Japanese writing system is different from the alphabetical language, it is possible that the cognitive processes underlying the reading ability differ between Japanese and the alphabetical languages. Disturbances of phonological awareness and phonological work memory have been identified repeatedly among dyslexics who speak Japanese as their first language. Regarding the phonological encoding in lexical access, the correlation between the performance of the naming task and the reading ability is shown in children in general. Thus, the possibility of phoneme awareness is necessary to recognize special syllables. This consideration indicates that the relationship between phoneme awareness and reading skills should be studied among native Japanese speakers. Cognitive functions including phonological awareness, digit naming, and verbal work memory (especially the latter) are involved in the development of Japanese children's reading skills.

Annisa Masnasuri Kesai

16611069

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