Training dyslexic boys in writing Kanji letters

Abstract

We trained three developmental dyslexic boys who had disorders of visual cognition, visual memory and phonological awareness. We compared two methods of learning to write Kanji letters. One was that usually taught in school (visual method). The other method consisted of memorizing the construction of Kanji letters orally (auditory method). Although their writing improved over the baseline through the application of the two methods, the auditory method was superior to the visual method with respect to continuity of effectiveness. It was thought that the auditory method makes use of preserved ability as a bypass route of the disabled ability.