Department of Child and Adolescent Psychiatry, Hokkaido University Hospital, Sapporo, Hokkaido, Japan.
Department of Communication Disorders, School of Psychological Science, Health Sciences University of Hokkaido, Sapporo, Hokkaido, Japan.
Brain Dev. 2021 Oct;43(9):893-903. doi: 10.1016/j.braindev.2021.05.007. Epub 2021 May 26.
Dyslexia is a neurodevelopmental disorder which occurs in childhood but continues to influence academic and occupational function in adulthood. Recently, a Japanese dyslexia questionnaire and diagnostic procedure was established for primary school children. However, there is currently no procedure for the diagnosis or screening of dyslexia in individuals at or above junior high school age; accordingly, we aimed to develop a questionnaire to screen for reading difficulties in those individuals.
A questionnaire with various candidate items was developed from two English questionnaires, one Japanese questionnaire, and newly devised items focusing on the Japanese writing system and the most appropriate 28 items were selected. In total, 462 adults and 127 junior high to high school students were enrolled. Of those, 191 participants also took part in reading tests. After the exploratory factor analysis, reliability and validity were evaluated using the above control participants and 12 adolescents with dyslexia.
The questionnaire included three factors, i.e., silent reading sub-scale (four items), writing sub-scale (four items), and aloud reading sub-scale (three items). Five were newly devised items focusing on the Japanese writing system. Cronbach's alphas of the three factors were 0.706, 0.638, and 0.568, respectively, and the interclass correlation coefficients (2,1) were 0.743, 0.609, and 0.695, respectively. The silent reading and aloud reading sub-scales were positively correlated with word, non-word, and passage reading time.
The newly developed questionnaire correlated well with actual reading performance and may be used to screen reading difficulty in Japanese individuals at or above junior high school age.
阅读障碍是一种儿童期发病的神经发育障碍，但在成年后仍会影响学业和职业功能。最近，日本建立了一种针对小学生的阅读障碍问卷和诊断程序。然而，目前尚没有针对初中及以上年龄个体的阅读障碍诊断或筛查程序；因此，我们旨在开发一种针对这些个体的阅读困难筛查问卷。
从两份英文问卷、一份日文问卷和新设计的聚焦于日文书写系统的项目中，开发出一份包含各种候选项目的问卷，共选择了 28 个最合适的项目。共有 462 名成年人和 127 名初中生至高中生参加了该研究。其中，191 名参与者还参加了阅读测试。在探索性因子分析后，使用上述对照组和 12 名阅读障碍青少年评估了问卷的信度和效度。
问卷包含三个因子，即默读子量表（4 个项目）、书写子量表（4 个项目）和朗读子量表（3 个项目）。其中 5 个是新设计的聚焦于日文书写系统的项目。三个因子的克朗巴赫 α 值分别为 0.706、0.638 和 0.568，组内相关系数（2,1）分别为 0.743、0.609 和 0.695。默读和朗读子量表与单词、非单词和短文阅读时间呈正相关。
新开发的问卷与实际阅读表现相关性良好，可用于筛查日本初中及以上年龄个体的阅读困难。
