A Research On Phoneme Characteristic In Chinese Children With Developmental Dyslexia

Reading is not only one of the Academic ability, but also the basic of all Subjects and a necessary living skill. Developmental Dyslexia in Chinese leads many adverse effects on children's cognitive, emotion, self-concept and social development, these effect can even last a lifetime. The study of Developmental Dyslexia in Chinese start in the 80's of the 20 century, though its history is short, the study of Developmental Dyslexia in Chinese is thriving as more and more researchers concerned about it.In this research we tested primary school students in the second, fourth and sixth grade using"Reading Test for Primary School Students"and"Phoneme Awareness Test for Primary School Students", both of which are self compiled. The purposes of this research are discussing the relation between reading and phoneme awareness in Chinese and analyze the Phoneme Awareness Structure and character of primary school students with developmental dyslexia in Chinese. At last we offer some advice on phoneme awareness development and education of primary school students with developmental dyslexia in Chinese.Results of the study are: 1.The correlation between reading and phoneme awareness is notable in primary school; 2. Phoneme awareness of student in second, fourth and sixth grade are on different level; 3.The period between the second and fourth grade is the development critical period of phoneme awareness; phoneme awareness defect is one of the main reason of developmental dyslexia in Chinese; 4. The weakest point in phoneme awareness of phoneme awareness with developmental dyslexia in Chinese is identical font phoneme awareness; 6.The phoneme awareness structure of schoolchild with developmental dyslexia in Chinese is different in each grades.According to the result, we suggest that: 1. Pay attention to the correlation between reading and phoneme awareness; 2. Pay attention to the development critical period of phoneme awareness in primary school; 3. Attach importance to different effect that phoneme awareness caused in each grade; 4. Show solicitude for difference on phoneme awareness structure of students with developmental dyslexia in Chinese in different grades; 5. Keep a appropriate attitude about developmental dyslexia in Chinese.