2022 Volume 18 Issue 1 Pages 79-85
The Rey–Osterrieth complex figure test drawings of 68 children with learning disabilities who have difficulty acquiring kanji writing were evaluated using Osterrieth's scoring system (accuracy scale) and the organizational scoring system (drawing strategy scale) to understand the factors involved in their visual information processing. After 1 week or more, a second evaluation was performed with a color-coded setting for the components in the figure. The scores of each scale were normalized into z-scores. Using the z-scores as the dependent variables, a two-factor analysis of variance was performed for the color-coding and evaluation scale factors. Children with learning disabilities who have difficulty learning kanji writing had a problem with perceiving the components of the figure as a unit, which suggests that they found it difficult to recall the figure. It is considered that the factor involved in the visual information processing of children with learning disabilities who have difficulty acquiring kanji writing is largely influenced by the disability in using the composition strategy that promotes recall. A comparison of the evaluation results, based on the presence or absence of attention-deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), suggests that children with ADHD and ASD tend to be more affected by the impaired use of composition strategies.
