2.0. 4.25 reading speed reading aloud kanji words writing to dictation kanji words. Hira words. Kata words. Hira nonwords. Kata nonwords paragraph. 13.7. 12.6.
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Cognitive Abilities and Reading/Writing Attainment in Japanese of Japanese-English Bilinguals with Monolingual Dyslexia in English Noriko 1)Faculty
1)2) Haruhara ,
Akira
2)3) Uno ,
Quona
of Health Sciences, Mejiro University, Japan 4) Royal College of Art
4) Rankin ,
5) Wydell
Taeko N.
2)LD/Dyslexia
3)University
Centre 5) Brunel University
of Tsukuba
Table 5. Predictive Factors For Reading Speed
１. Introduction It is well known that the prevalence of reading difficulty vary according to language. The prevalence of reading difficulty is greater in English, e.g., 4-10% (Katusic et al.,2001; Miles2004; Bruck1986) than in Japanese, e.g.,0.2-6.9% (Uno et al., 2009). However the number of the Japanese-English bilinguals who have been diagnosed as having developmental dyslexia in English seems to be on increase. Table 1. Participants with Developmental Dyslexia
２. Purpose Having introduced to the Japanese-English bilinguals with monolingual dyslexia in English, we were interested in investigating into the performance on reading/spelling in Japanese as well as the reading related cognitive abilities of these bilingual individuals, so that we might be able to ascertain what might be causing this discrepancy between the Japanese and English orthographies.
３. Methods Participants
Tests
◆ Bilingual with Monolingual Dyslexia Group
◆Cognitive Tests
◆ Reading/Writing Attainment Tests in Six Japanese-English bilingual adults, one male and five females, Japanese Receptive Vocabulary aged between 28-47 (x=32.3) who have recently been diagnosed as The Standardized Comprehensive Test for Reading aloud: 126 kanji words having developmental dyslexia in English (in the UK) participated in Writing to Dictation: 10 kanji words Abstract Words (SCTAW) See Fig.1. the study (see Table 1 for more details including handedness). Reading speed Out of six participants, five were PG students of art in the UK, and one Phonological Processing Skills －Hiragana words：28words, 98letters －nonword repetition completed the PG programme, and now is working in the UK. －Katakana words:28words, 98letters －backward repetition of non-words －Hiragana nonwords:16nonwords, 56letters None of them were known to have reading/writing difficulties in －Katakana nonwords:16nonwords, 56letters Visual Cognition Japanese, and their IQs were well within the normal range. －paragraph :361 letters, 15 sentences －the Rey-Osterrieth Complex Figure Test ◆ Control Group (ROCFT) copy drawing, immediate & delayed 202 Senior-High-School students (twelfth graders) (RCPM > -1.5 recalls SD) & Four PG students of art and design in Japanese －Rapid Automatized Naming Test (RAN) . Semantic foil
Phonological foil
Phonological foil
Semantic foil
Correct
４. Results
Cognitive Tests (see Table 2 with figures) The average duration of all the bilingual participants (1-6) on backward repetition of nonwords were significantly longer than that of the PG students (U=2, p
