To what extent is early intervention possible for children with learning disability?

本研究旨在探讨幼儿阅读假名的认知功能，为早期发现学习障碍（阅读困难）提供基础资料。因此，语音意识能力在日语假名字阅读的习得中起着重要的作用。此外，据推测，沿着他们的假名阅读能力，孩子们的文字流畅性技能提高。

In this study, we examined cognitive functions related to young children’s reading of Kana characters to obtain the basic data for early detection in learning disability (reading difficulty). As a result, it was suggested that the ability ofphonological awareness plays an important role in the acquisition of Japanese Kana character reading. Furthermore, it was assumed that, along with their Kana reading proficiency, the children’s word fluency skills improved.