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Early Prediction of Reading Development in Japanese Hiragana and Kanji: A Longitudinal Study from Kindergarten to Grade 1
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Tanji, Takayuki; Inoue, Tomohiro – Reading and Writing: An Interdisciplinary Journal, 2022
We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese kindergarten children (M age = 75.6 months, SD = 3.4) were assessed on nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming (RAN), phonological memory, morphological awareness, and…
Descriptors: Foreign Countries, Predictor Variables, Early Reading, Reading Skills
Emotion Perception Mediates the Predictive Relationship between Verbal Ability and Functional Outcome in High-Functioning Adults with Autism Spectrum Disorder
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Otsuka, Sadao; Uono, Shota; Yoshimura, Sayaka; Zhao, Shuo; Toichi, Motomi – Journal of Autism and Developmental Disorders, 2017
The aim of this study was to identify specific cognitive abilities that predict functional outcome in high-functioning adults with autism spectrum disorder (ASD), and to clarify the contribution of those abilities and their relationships. In total, 41 adults with ASD performed cognitive tasks in a broad range of neuro- and social cognitive…
Descriptors: Autism, Pervasive Developmental Disorders, Adults, Cognitive Ability
Disparities between Schools in Japanese Compulsory Education: Analyses of a Cohort Using TIMSS 2007 and 2011
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Matsuoka, Ryoji – Educational Studies in Japan: International Yearbook, 2014
Japanese compulsory education had been praised because of its equality around the early 80s. However, since the third wave-educational reform that began in the 1980s and still persists, it has been pointed out that there are disparities between schools in terms of students' socioeconomic background and academic performance. Although there have…
Descriptors: Foreign Countries, Compulsory Education, Educational Change, Socioeconomic Background
Relationship between Reading/Writing Skills and Cognitive Abilities among Japanese Primary-School Children: Normal Readers versus Poor Readers (Dyslexics)
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Uno, Akira; Wydell, Taeko N.; Haruhara, Noriko; Kaneko, Masato; Shinya, Naoko – Reading and Writing: An Interdisciplinary Journal, 2009
Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose…
Descriptors: Dyslexia, Reading Skills, Writing Skills, Cognitive Ability
Cross-Cultural Investigations into Student Development of Spatial Relations and Abstract Mathematical Thought: Some Preliminary Findings from Australia, Japan and the United States.
Iben, Miriam F. – 1988
This study investigated the development of abstract mathematical thought and spatial relations of 13- and 14-year-old students who attended public schools in Australia, Japan, and the United States. Dependent variables included age, ability grouping, ethnicity, sex, mathematics attitudes, and mathematics classroom behaviors. Significant…
Descriptors: Ability Grouping, Cross Cultural Studies, Foreign Countries, Mathematics Anxiety
Cognitive Impairment as a Strong Predictor of Incident Disability in Specific Adl-Iadl Tasks among Community-Dwelling Elders: The Azuchi Study
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Dodge, Hiroko H.; Kadowaki, Takashi; Hayakawa, Takehito; Yamakawa, Masanobu; Sekikawa, Akira; Ueshima, Hirotugu – Gerontologist, 2005
Purpose: We examined differential effects of cognitive impairment on each of the activities of daily living (ADL) and instrumental activities of daily living (IADL) tasks. Design and Methods: In a 3-year follow-up of community-dwelling elderly persons in Azuchi, Japan, we assessed cognition by using the Hasegawa Dementia Scale. We examined (a) the…
Descriptors: Risk, Dementia, Foreign Countries, Severity (of Disability)