The Phonological Awareness And Spelling Intervention Study On Primary Students With Learning Disabilities In English

For a long time, learning disabilities have become the big problem and the crux that trouble students to access to knowledge, increase intelligence, so how to effectively solve the individual learning disabilities has become more and more urgent. In English speaking western countries, people find that learning disabilities of children in the presence of reading or writing and reading are mainly caused by their decreased phonological awareness. Chinese is ideographic language, which is totally different from alphabet language (English) in the process of writing process and their reading comprehension. Previous studies on Chinese learning disabilities are mainly based on the children’s native language (Chinese) and, but research specifically for children’s development of English learning disabilities is less, and research especially for implementation of education intervention for English learning disabilities focused on children is more than lacking. This research adopts the design of "experimental group and controlled group before and after experiment", then respectively select19children with English learning disabilities (experimental group) and the secondary pupils (controlled group) for each, based on full understanding of children’s English phonological awareness and spelling, apply English teaching methods and the implementation of Phonic speech awareness training specifically for students with English learning disabilities and then measure the effect of an educational intervention through the comparison of the results before and after the exam. Research results indicate:(1) Compared with the controlled group, students with English learning disabilities all exist obvious difference in English phonological awareness and word spelling, mainly show in the low phonemic awareness level, poor positioning, poor development of phonemic segmentation ability of phoneme counting;(2) After education intervention, students with learning disabilities in English obviously develop in either phonological awareness or real word spelling than students in controlled group, with significant difference or extreme difference, reflecting that the educational intervention system has obvious effect on promoting the improvement of learning situation for students with learning disabilities in English.(3) Girl students and boy students don’t have significant difference in phonological awareness and word spelling.