Poster #18 - The Relationship Among English Reading/writing, Japanese Reading/writing, and Cognitive Abilities of Japanese University Students

• In Event: Poster Session 12

Abstract

Background & Purpose
Despite the strong promotion of English education in Japanese universities, research on the relationship between English (L2) reading/writing disabilities and cognitive difficulties, such as developmental dyslexia, has not yet been extensively conducted in Japan. As a result, no English screening tests for university students have been developed, and English reading/writing difficulties are often dismissed as a lack of effort. However, previous research indicates that English and Japanese languages may diverge in the cognitive abilities involved in their acquisition (Wydell & Butterworth, 1999; Uno et al., 2018). Furthermore , considering the differing incidence rates of developmental dyslexia in English and Japanese, the symptoms of reading/writing disabilities may diverge between Japanese (L1 ) and English (L2).
Therefore , this study aimed to explore the following:
1) What cognitive abilities are involved in English reading/writing as L2?
2) How do English reading/writing skills and cognitive abilities relate to Japanese reading/writing skills?

Method
Thirty-nine Japanese university students participated in online tests. They were given the following types of tests: Japanese and English reading/writing (word reading aloud, word dictation, and speed-reading); phonological awareness; Rapid Automatized Naming (RAN) in both languages; vocabulary in both languages; and visual cognitive abilities.

Results & Discussion
Correlation analysis showed a significant correlation between English and Japanese word reading and dictation. Additionally, English word reading and dictation significantly correlated with English phonological tasks (rhyme detection and spoonerism tasks), Japanese word reversal tasks, and English vocabulary tasks (see Table 1).
In order to examine the differences in the cognitive abilities of participants with and without poor language abilities, we divided participants into four groups (English low-performing group: ELG, Japanese low-performing group: JLG, English & Japanese low-performing group: EJLG, fine group: FG) and compared each low-performing group to FG using Mann-Whitney’s U-test. The results showed that between ELG (N = 5) and FG (N = 22), ELG performed significantly lower on the spoonerism task and English vocabulary task. Between EJLG (N = 5) and FG, EJLG performed significantly lower on the spoonerism task, rhyme detection task, Japanese word reversal task, and English vocabulary task.
Finally, we investigated the cognitive characteristics of each low-performing group (see Table 2). Importantly , some participants who showed cognitive weakness and had difficulty with English reading/writing did not have any difficulty with Japanese reading/writing and cognitive tasks.
These results suggest that English phonological awareness and vocabulary play an important role in English reading/writing, even as L2. Furthermore, students with poor English abilities may struggle especially with phonemic and syllabic awareness, as assessed by the spoonerism task and rhyme detection task. It was also clear from Table 2 that within the same cognitive ability, performance could diverge between English (L2) and Japanese (L1) tasks.
In conclusion, when assessing English reading/writing skills for Japanese students, it is necessary to conduct cognitive tests in English, as there are limitations to making inferences of English difficulties based on Japanese test results only. To expand the possibilities for reasonable accommodation, we need to develop an English screening test for Japanese students.

Authors

• Kota Otani, Kyoto University
  Presenting Author

• Ami Sambai

• Yumi Fukuda