Abstract
The purpose of this study was to investigate the domestic research trends and clarify future issues in children with learning disabilities who have difficulty acquiring kanji characters. Although there is robust research on visual and auditory information processing as factors that impede kanji writing, there are also reports in which recognizing style and accuracy of stroke order contributed to writing performance. In addition, the intervention study highlighted few studies using single case experimental designs. Future research should include single case experimental designs, focusing not only on cognitive styles, but also on writing movements and kinesthetic images. Furthermore, a flow chart of an intervention method adapted to the characteristics of each child, as well as a tool that facilitates self-directed learning should be created. At the same time, it is also important to disseminate support using ICT.
