Kana Reading and Writing Preferentially Impaired in a Case of Pediatric Acquired Dyslexia/Dysgraphia without Aphasia Caused by Moyamoya Disease
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1歳時にモヤモヤ病を発症した右利き男児において，7歳時の検査にてひらがなとカタカナの読み書き障害および視覚記憶障害と音韻認識障害が認められることが判明した．本症例と失語症を伴う後天性失読失書小児例と先天性と考えられる発達性読み書き障害報告例との比較を行った．その結果，本症例では視覚性記憶障害が合併した点が失語症を伴う後天性失読失書小児例での既報告例と異なっていると思われた．一方，発達性読み書き障害では，ひらがな，カタカナの音読が障害されると漢字音読も障害される．しかし，本症例では，ひらがな，カタカナの音読は障害されていたものの，漢字音読は正常であった点が相違点であると思われた．ひらがな，カタカナの音読の障害の背景として，本症例の視覚記憶障害と音韻認識障害が関連していた可能性が考えられた．Keywords:
Dysgraphia
Kana
Moyamoya Disease
Aphasiology
We reported a 7-year-old, right-handed boy whose reading and writing of kana and kanji were impaired. He also showed a severe deficit in visuo-spatial perception skills. Nevertheless, his ability to read and write kana characters was facilitated by means of the Japanese Syllabaries. It is generally considered that the Syllabary involve two kinds of language modalities: auditory-verbal and visuo-verbal language systems. In spite of his intact auditory-verbal language system, his visuo-verbal language skills involved in writing kanji were severely impaired. It was suggested that a severe deficit of visuo-spatial perception skills influenced performance of visuo-verbal language systems. Accordingly, we inferred that the patient recalled a kana character by use of the Japanese Syllabaries based on his good auditory-verbal language system, and supposed that his reading and writing disorders were similar to alexia with agraphia in adult patients with angular lesions.
Kana
Dysgraphia
Agraphia
Written language
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Different neurological Conditions that result from a disorder in a particular part of the brain may co-occur. Dyslexia is a specific learning difficulty which is neurological in nature and comorbid with other neurological conditions. Several studies have shown that this apparent co- occurrence is expected between dyslexia, Dyscalculia, Dysgraphia as well as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
Dysgraphia
Dyscalculia
Neurodevelopmental disorder
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1歳時にモヤモヤ病を発症した右利き男児において，7歳時の検査にてひらがなとカタカナの読み書き障害および視覚記憶障害と音韻認識障害が認められることが判明した．本症例と失語症を伴う後天性失読失書小児例と先天性と考えられる発達性読み書き障害報告例との比較を行った．その結果，本症例では視覚性記憶障害が合併した点が失語症を伴う後天性失読失書小児例での既報告例と異なっていると思われた．一方，発達性読み書き障害では，ひらがな，カタカナの音読が障害されると漢字音読も障害される．しかし，本症例では，ひらがな，カタカナの音読は障害されていたものの，漢字音読は正常であった点が相違点であると思われた．ひらがな，カタカナの音読の障害の背景として，本症例の視覚記憶障害と音韻認識障害が関連していた可能性が考えられた．
Dysgraphia
Kana
Moyamoya Disease
Aphasiology
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仮名と漢字に特異的な読み書き障害を示す学習障害児1例に関して, 五十音表を積極的に活用する訓練を行った.その結果, 仮名の読み書き障害に改善が得られたと思われたのでその訓練経過について報告した.本例は約1年間, 家庭と学校で仮名1文字の読み書きを学習したが習得できなかった.訓練は五十音表の写字と五十音表の自発書字, および絵の名前の自発書字を行った.訓練開始後仮名1文字の書字成績と五十音表の書字正答率が2ヵ月以内に有意に上昇し, 五十音表の書字所要時間の短縮と各行の書字開始までの反応時間の減少を認めたことから, 五十音表を積極的に活用することで仮名書字が正確で早く学習されたと考えた.また, 仮名1文字と音とを直接一対一対応させる学習方法よりも五十音表を用いた迂回路を活用する方法の方が本症例にとって有効であったと考えられた.
Dysgraphia
Kana
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This Bachelor Thesis deals with the topic of Prevention of Dyslexia and Dysgraphia at preschool children. The aim is to find out the level of Kindregarten teachers' awareness of the prevention and how they approach it. The Bachelor Thesis consists of two parts, theoretical part and practical part. The theoetical part describes the preschool child and its development, dyslexia and dysgraphia - its cau-ses, symptoms and diagnostics. The last chapter focuses on the prevention of dyslexia and dysgraphia through development individual areas. The practical part focuses on the Kindergarten teachers' awareness of the prevention of dyslexia and dysgraphia, and on how they develop these areas at children.
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The topic of this paper is dyslexia and dysgraphia – early detection and rehabilitation. The paper encompasses the definitions of dyslexia and dysgraphia, the causes of dyslexia, the detection of dyslexia, the diagnostic procedure of discovering dyslexia and dysgraphia, the rehabilitation of dyslexia and dysgraphia. In the paper, we can also find guidelines on how to detect dyslexia and dysgraphia early, tips for parents and teachers on how to conduct themselves with a child after the disorder had been diagnosed. Finally, we find a questionnaire for recognizing dyslexia.
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Aphasiology
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Abstract Early diagnosis of dyslexia disorders symptoms could minimize the disruption of children learning development and also help parents to give proper treatment for the children. The diagnosis process that has been done so far is mostly done manually that depends on the pediatric psychologist which is has limited number and relatively expensive. Therefore, the early diagnosis of dyslexia disorders symptoms is useful to make the diagnosis process easier and shorter. On this research, the researcher using the Dempster-Shafer method to detect three types of dyslexia disorders symptoms they are dyslexia, dysgraphia, and dyscalculia. The method was used to manage the dyslexia disorders symptoms in percentages and in this research the researcher had done a system test by comparing the diagnosis results from the system and the expert using ten sample cases, with 50% accuracy rate diagnose result.
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Acquired dyslexia research has been conducted mainly on English neurological patients. A limited number of dyslexia studies on non-alphabetic orthographies are
available. Classical case studies for acquired dyslexia in Japanese, which has two distinctive scripts (morphographic Kanji and phonographic Kana), reported 'script-dependent' dyslexia patterns. Although recent case studies showed
'script-independent' dyslexia patterns for surface and phonological dyslexia, a 'script-independent' deep dyslexia pattern in Japanese has not yet been reported.
This study examined four Japanese aphasic patients, using psycholinguistically well-manipulated reading stimuli for both Kanji and Kana strings. YT, with phonological impairment, demonstrated the same effects of psycholinguistic variables as observed in English deep dyslexia, but semantic errors rarely occurred in Kana word reading. YT's concomitant deep dyslexia for Kanji, and phonological dyslexia for Kana fit the phonological impairment hypothesis, and this can be treated as a unique characteristic of Japanese deep dyslexia. HW, with semantic
impairment, demonstrated a 'script-independent' surface dyslexia pattern. SO, with severe semantic impairment, demonstrated a surface dyslexia pattern in Kanji word
reading, but showed substantial difficulty with Kanji nonword reading. ME, with phonological impairment and a visuo-spatial deficit, showed both lexicality and
length effects on reading aloud Kana strings, thus suggesting phonological dyslexia for Kana. That is, the double dissociation between Kanji and Kana nonword reading
was observed in SO and ME. These results suggest that Japanese acquired dyslexia patterns are not dependent on script-type, but are also not totally independent of
script-type.
These outcomes of this study are discussed in terms of universality and orthographic-specificity in acquired dyslexia. Moreover, possible workings of the Japanese version of the DRC model (Coltheart et al., 2001) and the triangle model Plaut, et al., 1996; Harm & Seidenberg, 2004) are presented in order to explain acquired dyslexia patterns in Japanese.
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Agraphia
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