Stimulus pairing training for Kanji reading skills in students with developmental disabilities

Mikimasa Omori, Jun ichi Yamamoto

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)


Japanese students with developmental disabilities often exhibit difficulties in reading, particularly in Kanji (ideogram) reading, and in acquiring the equivalence relations between pictures, written words, and sounds. Previous research suggested that one student with autism could acquire Kanji reading along with equivalence relations through stimulus pairing training. However, maintenance rates tended to be very low, possibly due to the lack of picture stimuli. In this study, we examined the acquisition and maintenance of Kanji reading skills through stimulus pairing training using corresponding pictures for six students with developmental disabilities. We prepared stimulus pairs consisting of picture stimuli that the students could name along with a corresponding Kanji character that they could not read. All students successfully acquired and maintained the Kanji reading skills through this procedure. These findings suggest that the nameability of picture stimuli in stimulus pairing training may facilitate the acquisition and maintenance of equivalence relations for reading.

Original languageEnglish
Pages (from-to)1109-1118
Number of pages10
JournalResearch in Developmental Disabilities
Issue number4
Publication statusPublished - 2013 Apr


  • Equivalence relations
  • Reading skills
  • Stimulus pairing training
  • Students with developmental disabilities

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology


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