1998 Volume 39 Issue 2 Pages 210-214
We compared training effects between visual and auditory methods on writing to dictation in a 15-year-old learning disabled child with a specific Kanji writing disorder. This experiment consists of two periods each consisting of two weeks. During the first period, we used the auditory method in the first week and the visual method in the second week. The same words were repeatedly trained throughout this period in both methods. Duing the second period, we used different words from those in the first period and the order of training methods were reversed in order to compare with the first period ; the visual method in the first week and the auditory method in the second week. As results, we observed (1) signifivcant increase of correct responses from the baselin in a short period, (2) significantly increase of correct responses on trained words than untrained words, (3) significantly more increase of correct responses with the auditory methods than with the visual method. It suggests that the auditory method functioned effectively to fascilitate the auditory route as a by-pass of visual route which is not functioning will in this learning disabled child because of his visual cognition disorder. This improvement can be viewed as is likely to a functional reorganization by Luria in terms of the improvement by the auditory method. This study is the first report to clarify the effects of the different methods on learning disabled child from the scientic data.
