User Stories(Japanese)

On this page, we introduce user experiences with Sawaru Glyph in Japan.
The testimonials are collected from posts shared on “X.”

Although Japanese and English differ in the nature of their writing systems, the principles of tactile reading for dyslexia and dysgraphia are the same.

If you are considering purchasing Sawaru Glyph, please take a look at these user experiences from Japan first.

 

This case involves a man with dyslexia who was 44 years old in 2020.
By using Sawaru Glyph, his reading gradually shifted from dysfluent to more fluent.

The training helped strengthen his memory for letter–sound associations and word-form recognition, which increased his reading fluency and reduced cognitive load.
According to him, the effort required for writing also decreased.

In addition, he obtained a licensed architect qualification in Japan in 2025.

 

 

KU, who has dysgraphia, compiled user testimonials about Sawaru Glyph that were posted on X.

 

mmmuu recorded videos to compare reading fluency before and after using Sawaru Glyph.

 

This case involves a child with dysgraphia who had difficulty writing Japanese katakana.
Through tactile reading training with Sawaru Glyph, the child’s orthographic memory for katakana was strengthened, which led to improved recall of the characters.

 

By using Sawaru Glyph, reading ability improved and reading fluency increased.
In addition, because reading became less effortful, the learner began to read books more naturally and more often. As the cognitive load decreased, an ideal change was observed: a growing interest in written language.

We asked the learner to record videos comparing reading fluency before and after using Sawaru Glyph. Compared with the pre-training recording, reading fluency improved markedly after the training.

 

A child who previously had difficulty learning kana characters became able to write them after using Sawaru Glyph. Through tactile reading training with Sawaru Glyph, the formation of stable visual–orthographic representations of the characters was strongly promoted.

 

 

We introduced the phonics version of Sawaru Glyph to a Japanese child who had difficulty learning English. Compared with before the training, the child experienced less effort when reading English text after using Sawaru Glyph.

 

Using Sawaru Glyph, the learner mastered the multiplication “kuku,” a Japanese method of learning multiplication through rhythmic phonological patterns.

Through tactile reading training with Sawaru Glyph, the association between mathematical expressions and the spoken “kuku” patterns was strengthened, which likely improved learning efficiency.

This is a rare case in which the internal formation of word-form memory for English influenced top-down visual processing.

 

Clinical Implementation Case in a Japanese Medical Institution

 

Public Tosei Hospital, 160 Nishi-Oiwake-cho, Seto, Aichi, Japan

We present a clinical implementation case of Sawaru Glyph in a medical setting.
Clinical studies using Sawaru Glyph have been conducted at medical institutions in Japan and abroad, with the teaching materials provided by the author (Miyazaki).

Seki, N. (2025). Multisensory learning intervention (“Sawaru Glyph”) for specific learning disorder through interprofessional collaboration: A case report. Presentation at the 134th Annual Meeting of the Japanese Society of Child and Adolescent Psychiatry, December 9

This case was reported at the Annual Meeting of the Japanese Society of Child Neuropsychiatry and describes a clinical case study conducted by a speech-language pathologist in the speech therapy unit of Tosei General Hospital, a public hospital located in Seto City, Aichi Prefecture.

The participant was a child who exhibited both a general intellectual delay and characteristics of developmental dyslexia. An intervention using Sawaru Glyph was implemented over a period of eight months.

As a result, improvements were observed in reading fluency and letter recall, as well as in multiple indices of the Wechsler Intelligence Scale for Children (WISC).

In Japan, collaboration between medical institutions and schools or after-school day services remains a challenge in the functional approach to learning disabilities (LD).
For functional interventions targeting reading and writing difficulties, sufficient instructional frequency is essential. However, it is difficult for medical institutions alone to provide interventions with adequate frequency.

Therefore, a collaborative model in which teaching materials are used for daily instruction in schools or after-school day services, while medical institutions evaluate the outcomes, is considered to be an effective approach.