The Research On The Occurrence Rate And The Intervention Of Chinese Dyslexia Among Elementary Students In Grade Three

With reading quantity increasing rapidly, Students in elementary schools encounter the first critical period of reading in Grade Three. The reading ability directly influences the acquirement of knowledge, the improvement of learning interest and cultivation of self learning ability. However, as it shows in the research materials, 3%to 10% elementary school students have dyslexia. The students have dyslexia will not only lose the pleasure which reading brings, but also will experience the sense of frustration in learning which results falling behind in grades. Thus, how to adopt intervention means to intervene students have dyslexia has become the research focus of scholars both at home and abroad.Based on the previous research, this paper adopts the method of pre-test and post-test of the interfered group, the control group and the normal group. First select 23 students who have dyslexia among 395 students in two public elementary schools in Weihai, Shandong Province,the occurrence rate is 5.8%. Through negotiation with the parents, 8 students(6 boys and 2 girls) among the 23 agree to participate in the intervention train, and 8 students(5 boys and 3girls) agree to participate the pre-test and post-test of this research. Otherwise, 8 students(4 boys and 4 girls) of normal reading ability are selected in the same grade to compare with the students after the training and finish the post-test. Through experiment, the interfered group has no difference with the control group in age, intelligence and pre-test through the test of reading ability, PRS and literacy amount. Next, carry out intervention means including cognition intervention, intervention of literacy strategy, intervention of fluency and comprehension in reading, intervention of parenting style, etc. The intervention starts on October 12 th, 2015 and ends on December 11 th, 2015 with 9 weeks totally. The train is arranged for 45 hours in all with once an hour from Monday to Friday after school. At last, carry out post-test to the intervention group, the control group, and the normal group to get results.The conclusions are as follows:(1) On the occurrence rate of dyslexia in gender, students in Grade Three don’t show remarkable differences. The reason may because the scope is little, and the gender difference among individuals in Grade Three is not remarkable.(2) In the aspect of increasing quantity of literacy, through training, the intervention group behaves better than the control group. The difference is quite remarkable. Comparing with the normal group, the difference of intervention group is still remarkable. It demonstrates that the literacy quantity of the intervention group has increased a lot, but it cannot meet the standard of normal students. This research has remarkable effect on improving literacy quantity of students have dyslexia through adopting intervention methods.(3) In the ability of reading, through the reading fluency and reading comprehension intervention,the grade of the intervention group is much higher than the control group. While comparing with the normal group, the grade of the intervention group is lower, and the difference is still remarkable. It shows that the intervention group has improved a lot compared with the control group, but it still doesn’t meet the normal standard.(4) The intervention group scores higher than the control group in the language part of PRS, which shows that students in the intervention group has improved a lot in lexis and expression after the training and verifies that the intervention method is effective.All the previous finds prove that students have dyslexia can improve reading ability by proper training and the multi-intervention method is effective for students have dyslexia in Grade Three.