The participant in the present study was a child with Kanji （Chinese characters） writing difficulties who was a fourth-grade boy （9-year-old） in elementary school.　Two kinds of learning methods were planed based on his cognitive profile and written error types.　His handwritten Kanji characters according to the writing error types by Aoki & Shoji （2008）⁶⁾were classified as “partial form errors” （e.g., a stroke addition, or omission） and “complete form errors” （e.g., not answered, or correct writing of one side of Chinese radicals）.　The discrimination task of correct characters was applied to the intervention for the partial form errors.　On the other hand, for the complete form errors, the combination task of the radicals was applied to recognize the form of Kanji characters.　As results, handwriting accuracy reached over 70 percentage with both interventions.　Furthermore, for enabling the self-learning, making learning materials by himself and working on homework was instructed in both tasks.　Handwriting accuracy showed over 70 percentage, even if instructors did not prepare learning materials in advance.　These results suggest that self-learning would be effective in children with Kanji writing difficulties.

In this article, I discussed the problems in regard to so-called syntax impairments surveying previous reports.　We need to meet at least four terms to diagnose syntax impairment.　First, it does not depend on speech impairment.　Second, it dose not depend on impairment of phonemic processing.　In particular Japanese patients with impairment of phonemic processing are often mistaken as having syntax impairment because Japanese postpositional particle mostly consists of one mora （mora is the minimum Japanese sound such as phoneme） and the replacement of one mora tends to be misjudged as postpositional particle impairment.　Third, sentence comprehension disturbance does not depend on verbal short term memory or working memory impairment.　Forth, when the patient could express a certain level of sentence, we have to be careful to judge as having syntax impairment even if the sentence tasks could not be achieved normal level.　From the point of these terms, there were no reports indicating clear evidence of independent syntax impairment.　The author argued that an ability of sentence processing is complex ability involving working memory, situation judge, programming and procedural memory.