Akira Uno|Taeko N. Wydell|Noriko Haruhara|Masato Kaneko|Naoko Shinya
Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)
University of Tsukuba|Brunel University London|Mejiro University|Teikyo Heisei University
four hundred ninetyfive japanese primaryschool children aged 8 grade2 12 grade6 tested abilities readwrite hiragana katakana kanji size vocabulary cognitive abilities including arithmetic visuospatial phonological processing percentages children whose readingwriting scores fell 15sd cutoff differ according scriptshiragana 02 reading 16 writing katakana 14 38 kanji 69 6 respectively normal children older age better performed cognitive tasks readingwriting disability rwd group 15sd showed weaker relationship age performance level also revealed normal children vocabulary size potent predictor variable accounting kanji word reading performance grades except grade6 nonword readingrepetition also significant predictor variables contrast kanji word writing generally writing related variables better predictor variables rwd group however showed different patterns results thus data normal rwd children current cohort discussed terms current theories reading developmental dyslexia