A Study On The Remediation Of Chinese Developmental Dyslexia

This study aimed to examine the effect on enhancing Chinese reading of an intervention program adapted from PREP and COGENT which were based on promoting Plan-Attention-Simultaneous-Successive (PASS) cognitive skills. Thirteen Chinese3rd and4th graders with dyslexia screened from two primary schools received a12-week training on PASS cognitive skill by two batches, and there were no treatment on controls,13children from the same schools matched by age, non-verbal IQ, and gender. Measures of reading, linguistic-cognitive skills, and PASS skills were administratered to both groups before and after the training. The results showed the experimental group outperformed by controls on pretest of most skills significantly improved on the performance of Chinese word reading, phonological awareness, orthographic processing and simultaneous processing. Same results were shoed in further analysis, which compared the performance on pretests and posttests of experimental group (the first batch), dyslexia group without treatment (the second batch), and normal controls. Lastly,5-month post-effect was found on linguistic-cognitive processing and PASS cognitive skills. All these findings indicated the reading intervention based on promoting PASS cognitive skills could improve the reading performance of Chinese dyslexic children.