[P3-167] Do visual processes influence the accuracy of reading?
Purpose: It has been suggested that Japanese person with dyslexia have difficulties not only phonological processes but also visual processes. This study investigated the relation of reading development and visual information processes of Japanese children of 4 to 6.
Subject: 53 Preschool children(CA4:10～6:7) joined this study with agreement.
Method: We conducted four tasks; accuracy of reading (reading hiragana task; Inagaki et al., 2010), visual information processes (pattern recognition task and plane figure-construction task in Wide-range Assessment of Vision-related Essential Skills (WAVES) ; Okumura et al., 2014), and verbal development (syntactic task in S-S Test; Higashie et al., 1998).
Result: The result of covariance structure analysis whose independent variable was score of pattern recognition task, plain figure-construction task, and syntactic task, and dependent variable was an accuracy of reading hiragana task showed scores of syntactic task and figure-construction task affected the number of correct answer of reading hiragana task directly, and score of pattern recognition task affected score of plane figure-construction task, which suggested pattern recognition task affected the number of correct answer of reading hiragana task indirectly（GFI＝.988, AGFI＝.882, RMSEA＝.070, χ2(1)=1.25, n.s.）
Discussion: Those results supported that acquisition of the reading hiragana skills in Japanese needs not only phonological process but also visual processes. Especially visual processes may take a certain role in alphabetic stage of reading development (Frith, 1985).
Subject: 53 Preschool children(CA4:10～6:7) joined this study with agreement.
Method: We conducted four tasks; accuracy of reading (reading hiragana task; Inagaki et al., 2010), visual information processes (pattern recognition task and plane figure-construction task in Wide-range Assessment of Vision-related Essential Skills (WAVES) ; Okumura et al., 2014), and verbal development (syntactic task in S-S Test; Higashie et al., 1998).
Result: The result of covariance structure analysis whose independent variable was score of pattern recognition task, plain figure-construction task, and syntactic task, and dependent variable was an accuracy of reading hiragana task showed scores of syntactic task and figure-construction task affected the number of correct answer of reading hiragana task directly, and score of pattern recognition task affected score of plane figure-construction task, which suggested pattern recognition task affected the number of correct answer of reading hiragana task indirectly（GFI＝.988, AGFI＝.882, RMSEA＝.070, χ2(1)=1.25, n.s.）
Discussion: Those results supported that acquisition of the reading hiragana skills in Japanese needs not only phonological process but also visual processes. Especially visual processes may take a certain role in alphabetic stage of reading development (Frith, 1985).