A visual training tool for teaching kanji to children with developmental dyslexia

Ikeshita, Hanae; Miyao, Masutomo

doi:10.1080/09588221.2014.889716

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…Studies have already investigated a range of computer-assisted language learning (CALL) programs that are designed to facilitate vocabulary development, including flash cards (Nakata, 2011), mnemonic learning (Lu, Webb, Krus, & Fox, 1999), digital games (Hitosugi, Schmidt, & Hayashi, 2014), and kanji learning packages (Ikeshita-Yamazoe & Masutomo, 2016;Komori & Zimmerman, 2001;Nesbitt, 2013). However, while earlier CALL programs tended to focus on word learning alone, recent multimedia packages view vocabulary learning as a subcomponent of contextually situated activities rather than in isolation (Ma & Kelly, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students

Mori

Omori

Sato

2016

Foreign Language Annals

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This study explored the pedagogical benefits of flipped online kanji (i.e., Chinese characters used in Japanese) instruction integrated into college‐level introductory and intermediate Japanese language courses. Using a quasi‐experimental mixed design, the investigation looked at the effects of two instructional approaches: (1) a flip approach in which students learned new characters using online materials prior to class, and (2) the conventional (nonflip) approach in which in‐class lectures were followed by printed exercises. During the 2014–2015 academic year, a total of 46 students who were enrolled in introductory or intermediate courses learned 9 to 12 sets of 10 new kanji characters per semester through one lesson per week. Half of the lessons were taught in the flip format, and the other half were taught in the nonflip format. The results showed that introductory students scored better on postlesson tests in the flip condition than in the nonflip condition only for fall 2014 but not for spring 2015, whereas no statistically significant difference was observed for intermediate students. However, the students in both courses reported that online exercises helped them improve their kanji knowledge. Consequently, a substantial portion of kanji instruction can be shifted to self‐paced, semi‐structured online learning with no negative impact on instructional quality.

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Section: Literature Reviewmentioning

confidence: 99%

The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students

Mori

Omori

Sato

2016

Foreign Language Annals

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Practical Considerations for Coaching Athletes With Learning Disabilities and Neurodevelopmental Disorders

Thurston¹,

Alexander

Michaud

2022

International Sport Coaching Journal

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Learning disabilities and neurodevelopmental disorders are the most prevalent disabilities that affect learning. This paper will provide practical recommendations and observations for coaching athletes with three common learning disabilities (dyslexia, dysgraphia, and dyscalculia) and two neurodevelopmental disorders (attention deficit hyperactivity disorder and autism spectrum disorder). Adapted from the literature and in conjunction with previous experiences, the authors provided a range of recommendations for coaches to consider implementing within their practices. The recommendations place an emphasis on the knowledge, strategies, and behaviors of the coach and their role in providing an inclusive, safe, and accessible space for athletes—with or without disabilities—rather than problematizing the disability or the person. Coaches are encouraged to consider their coaching environment (i.e., structure, physical elements, equipment), communication styles (i.e., language, delivery, feedback), and behaviors (e.g., frequent check-ins, review of material). Furthermore, coaches are encouraged to critically reflect on their preconceived biases, assumptions, and experiences with disability and how these play a role in influencing their coaching practices.Considering the prevalence of people with learning disabilities or neurodevelopmental disorders, it is essential for coaches to have access to disability-specific information while remaining cognizant of the needs of the individual when providing an inclusive environment for all.

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A visual training tool for teaching kanji to children with developmental dyslexia

Cited by 2 publications

References 15 publications

The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students

The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students

Practical Considerations for Coaching Athletes With Learning Disabilities and Neurodevelopmental Disorders

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