Abstract
To discuss reading in aphasia, we first introduced a simple model of cognitive neuropsychology, and presented properties of Japanese characters (Kanji and Kana). We identified some similarities and differences between confrontation naming and oral reading, and pointed out that phonological dyslexia is attributed not to phonological disturbance but to disturbance of grapheme-phoneme-conversion (GPC).
Furthermore, we suggested that Kana should be used more positively for aphasia therapy as part of reading-based approaches, because we found the effectiveness of connecting Kanji to meaning and Kana to phonological representations, which helps an individual to associate representations of grapheme, meaning, and phoneme to compose a “lexicon”. Also, we proposed some varieties of Kana-using therapy for auditory comprehension and speech production to facilitate theory-based practices.
