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

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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.

Finds auditory methods enhance kanji writing skills in dyslexic children, suggesting effective intervention.

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Haruhara et al. (2026) studied this question.

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