Reading skills of Japanese second-graders

Tatsuya Ogino, Yoshiko Takahashi, Kaoru Hanafusa, Kiyoko Watanabe, Teruko Morooka, Akihito Takeuchi, Makio Oka, Satoshi Sanada, Yoko Ohtuska

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Background: A few studies have explored the prevalence of dyslexia among children who speak Japanese as their native language by evaluating them individually by means of reading-based tasks. The present study was designed to clarify the frequency of suspected dyslexia among second-graders attending ordinary classes. Methods: The subjects were 40 children (22 males, 18 females; 7 years 4 months-8 years 4 months; mean age, 7 years 11 months) out of 182 second-graders at a public elementary school situated in a local city. Each subject underwent a monomoraic syllable reading task, a word reading task, a non-word reading task, and a short sentence reading task. Results: The scores on the four tests were not normally distributed; rather, they were strongly skewed to shorter reading time or fewer reading errors. In addition, they were significantly extended toward either longer reading time or more reading errors. Except in the non-word reading task, most subjects only made a few reading errors. Seven subjects (17.5%) showed at least one score that was more than 1.5 IQR (interquartile range) higher than the third quartile of that subject's eight scores on the four tasks. Assuming that those seven children are potentially dyslexic, at least 3.8% of second-graders (seven out of 182) are suspected to be suffering from dyslexia. Conclusion: It is likely that the prevalence of dyslexia in Japan is comparable to that in Europe and the US. To confirm this, a more comprehensive study on a larger scale should be implemented in the future.

Original languageEnglish
Pages (from-to)309-314
Number of pages6
JournalPediatrics International
Volume53
Issue number3
DOIs
Publication statusPublished - Jun 2011

Fingerprint

Reading
Dyslexia
Japan
Language

Keywords

  • dyslexia
  • reading errors
  • reading speed
  • second-grader

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Ogino, T., Takahashi, Y., Hanafusa, K., Watanabe, K., Morooka, T., Takeuchi, A., ... Ohtuska, Y. (2011). Reading skills of Japanese second-graders. Pediatrics International, 53(3), 309-314. https://doi.org/10.1111/j.1442-200X.2010.03229.x

Reading skills of Japanese second-graders. / Ogino, Tatsuya; Takahashi, Yoshiko; Hanafusa, Kaoru; Watanabe, Kiyoko; Morooka, Teruko; Takeuchi, Akihito; Oka, Makio; Sanada, Satoshi; Ohtuska, Yoko.

In: Pediatrics International, Vol. 53, No. 3, 06.2011, p. 309-314.

Research output: Contribution to journalArticle

Ogino, T, Takahashi, Y, Hanafusa, K, Watanabe, K, Morooka, T, Takeuchi, A, Oka, M, Sanada, S & Ohtuska, Y 2011, 'Reading skills of Japanese second-graders', Pediatrics International, vol. 53, no. 3, pp. 309-314. https://doi.org/10.1111/j.1442-200X.2010.03229.x
Ogino T, Takahashi Y, Hanafusa K, Watanabe K, Morooka T, Takeuchi A et al. Reading skills of Japanese second-graders. Pediatrics International. 2011 Jun;53(3):309-314. https://doi.org/10.1111/j.1442-200X.2010.03229.x
Ogino, Tatsuya ; Takahashi, Yoshiko ; Hanafusa, Kaoru ; Watanabe, Kiyoko ; Morooka, Teruko ; Takeuchi, Akihito ; Oka, Makio ; Sanada, Satoshi ; Ohtuska, Yoko. / Reading skills of Japanese second-graders. In: Pediatrics International. 2011 ; Vol. 53, No. 3. pp. 309-314.
@article{911791efbdbb4c1bb4a75ad6cf750c8b,
title = "Reading skills of Japanese second-graders",
abstract = "Background: A few studies have explored the prevalence of dyslexia among children who speak Japanese as their native language by evaluating them individually by means of reading-based tasks. The present study was designed to clarify the frequency of suspected dyslexia among second-graders attending ordinary classes. Methods: The subjects were 40 children (22 males, 18 females; 7 years 4 months-8 years 4 months; mean age, 7 years 11 months) out of 182 second-graders at a public elementary school situated in a local city. Each subject underwent a monomoraic syllable reading task, a word reading task, a non-word reading task, and a short sentence reading task. Results: The scores on the four tests were not normally distributed; rather, they were strongly skewed to shorter reading time or fewer reading errors. In addition, they were significantly extended toward either longer reading time or more reading errors. Except in the non-word reading task, most subjects only made a few reading errors. Seven subjects (17.5{\%}) showed at least one score that was more than 1.5 IQR (interquartile range) higher than the third quartile of that subject's eight scores on the four tasks. Assuming that those seven children are potentially dyslexic, at least 3.8{\%} of second-graders (seven out of 182) are suspected to be suffering from dyslexia. Conclusion: It is likely that the prevalence of dyslexia in Japan is comparable to that in Europe and the US. To confirm this, a more comprehensive study on a larger scale should be implemented in the future.",
keywords = "dyslexia, reading errors, reading speed, second-grader",
author = "Tatsuya Ogino and Yoshiko Takahashi and Kaoru Hanafusa and Kiyoko Watanabe and Teruko Morooka and Akihito Takeuchi and Makio Oka and Satoshi Sanada and Yoko Ohtuska",
year = "2011",
month = "6",
doi = "10.1111/j.1442-200X.2010.03229.x",
language = "English",
volume = "53",
pages = "309--314",
journal = "Pediatrics International",
issn = "1328-8067",
publisher = "Wiley-Blackwell",
number = "3",

}

TY - JOUR

T1 - Reading skills of Japanese second-graders

AU - Ogino, Tatsuya

AU - Takahashi, Yoshiko

AU - Hanafusa, Kaoru

AU - Watanabe, Kiyoko

AU - Morooka, Teruko

AU - Takeuchi, Akihito

AU - Oka, Makio

AU - Sanada, Satoshi

AU - Ohtuska, Yoko

PY - 2011/6

Y1 - 2011/6

N2 - Background: A few studies have explored the prevalence of dyslexia among children who speak Japanese as their native language by evaluating them individually by means of reading-based tasks. The present study was designed to clarify the frequency of suspected dyslexia among second-graders attending ordinary classes. Methods: The subjects were 40 children (22 males, 18 females; 7 years 4 months-8 years 4 months; mean age, 7 years 11 months) out of 182 second-graders at a public elementary school situated in a local city. Each subject underwent a monomoraic syllable reading task, a word reading task, a non-word reading task, and a short sentence reading task. Results: The scores on the four tests were not normally distributed; rather, they were strongly skewed to shorter reading time or fewer reading errors. In addition, they were significantly extended toward either longer reading time or more reading errors. Except in the non-word reading task, most subjects only made a few reading errors. Seven subjects (17.5%) showed at least one score that was more than 1.5 IQR (interquartile range) higher than the third quartile of that subject's eight scores on the four tasks. Assuming that those seven children are potentially dyslexic, at least 3.8% of second-graders (seven out of 182) are suspected to be suffering from dyslexia. Conclusion: It is likely that the prevalence of dyslexia in Japan is comparable to that in Europe and the US. To confirm this, a more comprehensive study on a larger scale should be implemented in the future.

AB - Background: A few studies have explored the prevalence of dyslexia among children who speak Japanese as their native language by evaluating them individually by means of reading-based tasks. The present study was designed to clarify the frequency of suspected dyslexia among second-graders attending ordinary classes. Methods: The subjects were 40 children (22 males, 18 females; 7 years 4 months-8 years 4 months; mean age, 7 years 11 months) out of 182 second-graders at a public elementary school situated in a local city. Each subject underwent a monomoraic syllable reading task, a word reading task, a non-word reading task, and a short sentence reading task. Results: The scores on the four tests were not normally distributed; rather, they were strongly skewed to shorter reading time or fewer reading errors. In addition, they were significantly extended toward either longer reading time or more reading errors. Except in the non-word reading task, most subjects only made a few reading errors. Seven subjects (17.5%) showed at least one score that was more than 1.5 IQR (interquartile range) higher than the third quartile of that subject's eight scores on the four tasks. Assuming that those seven children are potentially dyslexic, at least 3.8% of second-graders (seven out of 182) are suspected to be suffering from dyslexia. Conclusion: It is likely that the prevalence of dyslexia in Japan is comparable to that in Europe and the US. To confirm this, a more comprehensive study on a larger scale should be implemented in the future.

KW - dyslexia

KW - reading errors

KW - reading speed

KW - second-grader

UR - http://www.scopus.com/inward/record.url?scp=79959705305&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79959705305&partnerID=8YFLogxK

U2 - 10.1111/j.1442-200X.2010.03229.x

DO - 10.1111/j.1442-200X.2010.03229.x

M3 - Article

C2 - 20723104

AN - SCOPUS:79959705305

VL - 53

SP - 309

EP - 314

JO - Pediatrics International

JF - Pediatrics International

SN - 1328-8067

IS - 3

ER -