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

本研究设计了一个汉字阅读任务，并根据熟悉度/频率和一致性进行了修改。使用这个任务，我们评估了汉字阅读技能和认知技能，有助于汉字阅读技能在不同的背景组;日本成年人，日本儿童，成人非母语日语学习者，非母语居民的孩子，和日本语阅读障碍儿童。熟悉度/频率和一致性的影响在各组之间存在差异。词汇知识和内隐学习能力对汉字阅读技能有促进作用。一项功能性磁共振成像研究显示，熟悉度/频率对阅读汉字时的大脑激活有不同的影响。这些结果表明，通过评估词汇知识和学习字形-音素对应关系的能力，可以向日语阅读障碍儿童和非日语母语儿童提供更好的汉字阅读的个人指导。

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.