A case of inability to learn english despite normal phonological awareness in Japanese

Abstract

A number of researchers have reported that many cognitive factors affect developmental dyslexia (Wolf, 2000; Uno, 2002; Awaya, 2003). Nevertheless, it has not yet been clarified which information processing contributes to the subjects' attainment of reading or writing. This article reports the case of a Japanese developmentally dysgraphic child who showed normal intelligence (VIQ 110, PIQ 94, FIQ 103) but had deficits in writing Kanji and English. The case was a right-handed, 12-year-old boy. Cognitive tests revealed that in contrast to his normal ability with respect to phonological awareness, he had disability in terms of visual memory. The visual memory deficit is likely the cause of the Kanji writing disorder in this case, in agreement with reports by other researchers. Concerning the deficit in writing English, our findings suggest that in this case visual memory may be related to learning English writing in addition to Kanji writing, although phonemic awareness could not be measured.