Usefulness of a Kanji-Writing Training Method Using Auditory Memory for Japanese Children With Developmental Dyslexia and Insufficient Vocabulary

Key Points

• This study aims to investigate the effectiveness of auditory methods for kanji writing in Japanese children with developmental dyslexia and insufficient vocabulary.
• Participants included 12 dyslexic children with weak vocabulary and 12 with sufficient vocabulary.
• Kanji writing practice using auditory methods was implemented for each group.
• Three-factor analysis of variance was conducted considering group, practice method, and evaluation timings (immediate, 1 month, 3 months).
• No significant main effect of group was observed for cognitive functions related to reading and writing.
• Significant main effects of practice method and timing were found.
• Auditory methods can be introduced into kanji writing practice for dyslexic children with insufficient vocabulary.