Abstract
For the purpose of evaluating dysgraphia in learning disorders, mistakes in writing “hiragana”, the Japanese curved syllabary, were surveyed in normal elementary school children by the mistakes in their compositions. The achievement of hiragana writing developed rapidly up to the second grade and bcame slow thereafter. Diphthong (“tyouon”) and assimilated sound (“sokuon”) were difficult to learn for Japanese children as compared with postpositional particles (“joshi”). The extent of mistakes was not correlated with IQ of the children. These characteristics of development in hiragana writing in normal children will afford important information about the disturbance of handwriting in learning disorders.
