The Intervention Research On The Reading Fluency Of Chinese Dyslexic Children

Reading fluency is essential to the process of learning to read,and is also a indicator to distinguish the good and poor readers.As phoneme awareness deficits and resulting reading fluency deficits are increasingly addressed,dyslexic children will become more and more difficult in reading.Gradually,the children with dyslexia will lose their interest in reading because of the lack of success experience.So it is important to boost the reading fluency of dyslexia.This study focuses on Repeated Reading(RR),the most familiar and researched approach to fluency training.The purpose of this study is to explore whether repeated reading can improve reading fluency of dyslexic children.Data outcome will answer three questions:(1)Whether repeated reading can improve the literacy of children with dyslexic or not;(2)Whether repeated reading can improve the level of oral reading fluency of children with dyslexic or not;(3)Whether repeated reading can improve the level of non-oral reading fluency of children with dyslexic or not.In this study,a total of 26 children with dyslexic were selected from grade 3 students in a primary school in Qinhuangdao.Then,they were randomly divided into dyslexic intervention group and dyslexic control group.26 children were selected as age and IQ matched group,and they were randomly divided into normal intervention group and normal control group.Children in the intervention group participated in repeated reading training,and children in the control group took part in daily teaching activities.The results showed that:(1)In literacy tasks,there was significant difference between the dyslexic intervention group and the other three groups,but no discrepancy was found between each two groups in the other three groups;(2)In the task of oral reading fluency,for the reading times reduction,there was significant difference between the dyslexic intervention group and the two control groups,and the difference was also found between the two normal groups;for the reduction amount of reading errors,dyslexic intervention group was different from the other three groups;(3)In the task of non-oral reading fluency,the results demonstrated that there was a great difference between dyslexic intervention group and the other three groups,and normal intervention group and dyslexic control group also exist significant difference.In conclusion:(1)Repeated reading can help dyslexic children to advance their literacy ability;(2)Repeated reading can effectively improve the level of oral reading fluency of dyslexic children;(3)Repeated reading can boost the non-oral reading fluency of dyslexic children.The approach of repeated reading can not only improve the character accuracy of children with dyslexia,but also improve the reading speed of children with dyslexia.