The purpose of this study was to examine whether school-age children with reading difficulties have difficulty in word accent repetition by comparing the data of young children (Sakono, Ito, Fukuda, & Fukuda, 2011). Participants were nine school-age children with reading difficulties. The data of 38 typically developing children (Letter-by-letter group; 21 children, Fluent group; 17 children) aged five to six (Sakono et al., 2011) were also used. Stimuli with 3-mora non-familiar words were presented to each child with three types of accent patterns. Participants were required to repeat them aloud. The results were as follows; the mean number of words repeated correctly in the children with reading difficulties was significantly lower than that of the fluent group, and similar to that of the letter-by-letter group for the first- and second-syllable accented words. These results suggest that Japanese school-age children with reading difficulties have problems in word accent production, which is similar to those with letter-by-letter reading.
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