The basic studies for developing reading instruction methods usable for non-native children

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We developed a kanji reading task, which modified by familiarity/frequency and consistency. Using this task, we evaluated the kanji-reading skills and cognitive skills which contribute to kanji-reading skills in different background groups; Japanese adults, Japanese children, adult non-native Japanese-learners, children of non-native residents, and Japanese dyslexic children. The effects of familiarity/frequency and consistency differed between groups. Vocabulary knowledge and ability of implicit learning contributed to kanji-reading skills. A functional MRI study showed familiarity/frequency differently modified brain activations during reading kanji.These results showed that better individual instructions for kanji-reading will be delivered to both Japanese dyslexic children and non-native children by assessing vocabulary knowledge and ability of learning grapheme-phoneme correspondences.