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A visual training tool for teaching kanji to children with developmental dyslexia

机译：视觉训练工具，用于向发育障碍的儿童教授汉字

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摘要

We developed a visual training tool to assist children with developmental dyslexia in learning to recognize and understand Chinese characters (kanji). The visual training tool presents the strokes of a kanji character as separate shapes and requires students to use these fragments to construct the character. Two types of experiments were conducted to investigate the differences between the effects of the visual training tool and a traditional Japanese teaching method - shi-sha-ho, which consists of copying a visually displayed model - on developmentally dyslexic children's kanji writing skills. Six Japanese children with developmental dyslexia (7-11years old) and 58 controls (7-8 years old) participated in the first experiment. Participants used both the visual training tool and the shi-sha-ho. We found that the visual training tool was more effective than the shi-sha-ho for use with Japanese children with developmental dyslexia in learning kanji, both just after the experiment was completed and four weeks later. In the second experiment, we asked four participants with dyslexia to use the visual training tool at home for four weeks prior to the second experiment once a week for four weeks. Participants learned one kanji character each week during the two weekly sessions for a period of eight weeks using the visual training tool. The post-tests were conducted four and eight weeks after the experiment. Participants' retention of the target kanji was at least up to eight weeks. Results of the second experiment showed the visual training tool developed in the present study have shown the possibility of becoming a promising tool for children with developmental dyslexia.
机译：我们开发了一种视觉训练工具，以帮助患有阅读障碍的儿童学习识别和理解汉字（汉字）。视觉训练工具将汉字字符的笔画显示为单独的形状，并要求学生使用这些片段来构造字符。进行了两种类型的实验，以研究视觉训练工具的效果与传统的日本教学方法-shi-sha-ho（包括复制视觉显示的模型）对发展性阅读障碍儿童的汉字书写技能之间的差异。六名日本患有发育性阅读障碍的儿童（7-11岁）和58名对照（7-8岁）参加了第一个实验。参与者同时使用了视觉训练工具和“ shi-sha-ho”。我们发现，在实验完成后和四个星期后，对于日本患有发育性阅读障碍的儿童学习汉字，视觉训练工具比shi-sha-ho更有效。在第二个实验中，我们要求四名阅读障碍的患者在家中使用视觉训练工具四个星期，然后在第二个实验中每周一次，持续四个星期。参与者使用视觉训练工具在每周两次的两周中，每周学习一次汉字，持续八周。实验后四周和八周进行了后测。参与者保留目标汉字的时间至少为八周。第二个实验的结果表明，本研究开发的视觉训练工具已经显示出有可能成为发展性阅读障碍儿童的有前途的工具。

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