Reading Fluency Intervention Study In Chinese Dyslexia Children

Reading fluency is a basis of proficient reading. Skilled readers usually spend less time on the text reading and understanding, and they can read text quickly and accurately with metrical. However, dyslexic children who are low on reading fluency need more time to read and understand the text, and they usually use simple tone when reading aloud, usually in poor wording. But for a long time, the researchers have been more concerned about the problem of the decoding and accuracy of reading, and paid less attention to reading fluency. A lot of research has shown that dyslexic children have slower word recognition speed and rapid naming speed than normal children due to various defects, which lead them to read sentence slowly, It takes them more time from read to understand compared to normal children, which makes them to spend more time in reading of the school materials, thus it is important to improve their reading speed. In the present study, the author examined whether the Reading Acceleration Program (RAP)focusing on reading speed; rather than isolated word recognition; can improve their reading speed, and to see whether it would reduce their level of reading comprehension in high speed reading condition at the same time as well as how it influenced reading ability after intervention. We divide students into four groups: Dyslexia with reading acceleration, Dyslexic with reading no-acceleration, Normal with reading acceleration, Normal with reading no-acceleration. We use the dyslexia with reading acceleration as the experimental group, the other three groups as the control group. The results showed that:1. The RAP program can improve the reading speed of children with reading disabilities (RD). During intervention, accelerated group has been declining reading speed, the no-acceleration groups'reading speed has no obvious change. At the end of the intervention, RD children who received accelerated reading training have reached the same reading rate as normal reading children without acceleration before the intervention. In the post-test, RD children who received accelerated reading training had faster reading rate than pretest in the self-paced test; In general, the RAP program can improve the reading rate of RD children. Compared to normal reading (NR) children, the RD children benefited more from the RAP program.2. RAP program can maintain RD children's reading comprehension, During intervention, four groups have maintained a higher level of reading comprehension in early intervention, and the dyslexic children who received accelerated reading training finally obtained high scores at self-paced post-test. Finally, the accelerated condition seemed to improve the reading rate more and did not decrease reading comprehension.3. RAP program generally promoted language and cognitive abilities of RD children who received accelerated reading training; Compared to the pre-tests, RD children with accelerated reading training condition performed better in the post-test of oral reading, word reading accuracy, and rapid automatic naming, while the RD children who did not received accelerated reading training has no significant gains in the post-tests.