Developing reading and writing support programs for dyslexic children based on properties of the visual process

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Children with developmental dyslexia frequently show difficulties with reading, writing, and comprehension. Properties of the visual process cause these difficulties. Visual working memory is considered as one of the important properties of the visual process. The present study aimed to develop methods for the acquisition of Japanese reading and writing skills based on properties of the visual process of dyslexic children. Results revealed developmental criteria for visual working memory and visual processes associated with reading and writing Kanji. Furthermore, the effects of support programs for dyslexic children were clarified by examining intervention studies.