Examining The Effects Of Intensive Intervention For Uyghur Dyslexia Children

Currently，have more research of the developmental dyslexia interventionin Western countries, but little research of our developmental dyslexia interventionin our country, especially has not been studied for the Uyghur reading impairedchildren.The purpose of this study was to examine the effects of IntensiveIntervention on the advancement of linguistic processing skill and reading ability ofUyghur dyslexic children with different levels.The participants were20severe dyslexia and20general reading disorder ofUyghur children selected from two elementary schools according to different criteria.These subjects of two different levels were divided into two groups: group A andgroup B. The group A received the Phono–Graphix decoding training program andRepeated Reading training. The groupB only received Repeated Reading training.The process of Phono–Graphix decoding training as follows: prepared the trainingmaterials according to the idea of phono–graphix that different levels of phonemicrepresentation; conducted the decoding training which from visual-audiocross-channel through using play-based training methods. The instruction wasdelivered in40minutes sessions for five days each week over about two weeks, total400minutes. The process of Repeated Reading training as follows: prepared thetraining materials that different levels of nonfiction passage, which instruction wasalso delivered in40minutes sessions for five days each week over about two weeks,total400minutes.The results of a series of linguistic processing skill tests and reading abilitytests conducted before and after training showed that：(1)The effects ofphono–graphix connection training is better than the Base line level; phono–graphixconnection training had improve phonological decoding ability and comprehensionof Uyghur children with general reading disorders; After phono–graphixconnection training, have more significantly improved in the large unit of decodingabilities which is semantic related for the Uyghur children with severe dyslexic.(2) The effects of Repeated Reading training is better than the Base line level;Repeated Reading training role in promoting for Uyghur children with dyslexia ofdifferent level on improve their decoding ability of vocabulary level which is relatedin semantically； Repeated Reading training on the decoding abilities of sub-lexicallevel for severe dyslexic more significant affective than general reading disorders.(3) Phono–graphix connection training on the decoding abilities of sub-lexical level more effective than Repeated Reading training; Repeated Reading training on thedecoding ability of vocabulary level more effective than phono–graphix connectiontraining.(4) The total effects of two kinds of trainning had different effects forUyghur children with developmental dyslexia of different level on improve theirlanguage skills and reading ability.The total effects of two kinds of training effectsbetter than the one training.