2010 Volume 51 Issue 1 Pages 12-18
The participant was an eight-year-old right-handed boy with Kanji writing difficulty. We investigated the efficacy of two kinds of therapy methods using the single subject design method. Stimuli controlled by word attributes -for example, word validity, imageability, familiarity and number of strokes- were divided into three groups to enable comparison: two training word groups and one non-training group. The results showed that the newly developed method of memorizing the composition of Kanji characters orally (auditory method) is more effective than the traditional learning method (visual method) from the viewpoint of number of correct answers and retention rate. We conjectured that the training effectiveness was greater than for the word attribute method because there was no significant relationship between word attributes and the number of correct answers.