**Part 2**

**Diagnosis and Interventions of Learning Disabilities**

66 Learning Disabilities

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**5** 

**Reading and Writing Achievement Tests** 

**Impairments of Japanese Children** 

Kiyomi Yatabe1,2, Takaaki Goto1, Katsumi Watanabe2,

**with Developmental Disorders** 

Makiko Kaga1 and Masumi Inagaki1 *1National Center of Neurology and Psychiatry,* 

*2University of Tokyo* 

*Japan* 

**for Assessing Orthographical and Phonological** 

This chapter describes our new reading and writing tests which were designed to evaluate not only the severity of the language-related problem of each child, but also what types of impairments each child is experiencing, namely, whether a given child has an impairment which is mainly in the visual sphere, especially in the orthographical processing or in the phonological processing, on the basis of the psychological models concerning the development of reading and writing abilities. It also includes tentative reports on the

The aim of our study was to design a new set of achievement tests in reading and writing for Japanese-speaking children that will help us identify the specific types of learning problems that some children might be facing and would be useful in determining what types of intervention each child needs. One of the more central goals of our tests was to distinguish dyslexic children and children who are having language-related problems as a result of Attention Deficit Hyperactivity Disorder (ADHD). ADHD and dyslexia, the two most commonly diagnosed psychiatric conditions of childhood, each occur in approximately 5% (ADHD 3-7% and dyslexia 4%) of the population in the United States, according to the Diagnostic and Statistical Manual of Mental Disorders, Forth Edition, Text Revision (DSM-IV-TR) (American Psychiatric Association 2000; Willcutt et al. 2005). Though ADHD and dyslexia are separate and distinct conditions, there is considerable overlap and children with ADHD often display language-related problems similar to those caused by dyslexia (Mason and Reid 2011). In order to give appropriate intervention to children with each disability, we need to be able to distinguish the characteristics of the linguistic problems that

What distinguishes our tests from previous test batteries for diagnosing language-related difficulties among Japanese children ((Uno et al. 2006) among others) is that our tests consist of several distinct categories of questions, so that it will be possible to pinpoint the exact

experiment that we have conducted in order to ascertain the validity of those tests.

**1. Introduction** 

each condition entails.
