A Remediation Study For Primary School Students With Development Dyslexia

In the development of education reform,the pursuit of educational quality,attention to the trend of the lifelong development of each student,the research of school-age children with dyslexia has become more and more important.From the society,the school to the individual,paying attention to the improvement of dyslexia students'academic performance has become a serious issue in the world of primary and secondary education.For students,reading is not just a academic ability,but also is the basis of learning various disciplines,which is the basic ability for each person.Dyslexia is not only able to affect children's learning,but also affect their lives.Dyslexia has great influence on children's cognitive development,emotion,social development and so on.Educational psychology and related disciplines have made a lot of research and have achieved some results since now.However,most of them are for the study of English reading barriers,and the intervention study of primary school students with Chinese dyslexia is relatively less.This study is to provide an intervention for the development of Chinese students with dyslexia.In this study,the intervention group and control group are used to test the experimental research methods.First of all,42 grade students in primary school with dyslexia from two primary schools of Bao Shan District in Shanghai are selected,and randomly divided into intervention group and control group.Secondly,after consultation with the parents,18 students volunteer to participate in the intervention training.The intervention mainly contains the voice training,the reading fluency training,the morpheme awareness training and the cognitive processing training,and it researches the effect of intervention training on the children with developmental dyslexia.The following conclusions are drawn in this study:1.In the phonological awareness,after intervention,the score of the intervention group is higher than that of the control group,the difference is very significant,which indicates the effect of speech training in the intervention training.2.In the aspect of reading fluency,the accuracy and fluency of the intervention group is significantly improved after intervention training.3.In terms of morpheme awareness,after intervention training,the score of the intervention group is significantly higher than that of the control group,and the difference is significant,which shows that the training improved intervention group of school-age children's homophone awareness,homograph awareness and radical consciousness.4.In terms of literacy,after intervention,the intervention group is much higher than the control group,and the difference is significant,which indicates that intervention training is helpful for the improvement of literacy and can improve the literacy of students with reading disabilities.5.In cognitive processing,the intervention group is significantly improved at the same time.6.After the intervention,the reading performance of school aged children with developmental dyslexia is improved.The above conclusions show that the developmental dyslexia in Chinese can be improved through intervention training,and the design of this study has a certain impact on the intervention program.