The Study Of Screening Mechanism Of Chinese Dyslexia Children

Reading is a fundamental ability.By fluent reading and understanding,children can achieve their learning goals and develop their personal potential.As an important classification of reading disability,dyslexia is not only existed cross nation and language system,it will also make the patient suffer by reading and writing problems.The study found that the incidence of dyslexia was around 5%-10%.Therefore,a set of scientific and effective screening mechanisms must be necessary for children to be screened and intervened in time before they are faced with serious learning frustration.However,due to the adoption of different diagnostic mechanisms and segmentation criteria,the situation of excessive screening or inadequate screening often occur in actual diagnosis.So it is an urgent problem to explore the screening mechanism and identification standard of children with dyslexia.In this study,60 children with low Chinese achievement in grade two of F primary school in Shenzhen were selected as research subjects.Before the intervention,13 tests on intelligence quotient,reading and writing ability,cognitive ability were carried out.The routine teaching intervention was conducted for 8 weeks and 2 hours a week.After the routine intervention,the post-test was conducted to test their improvements and there were 54 children completed the two tests before and after the intervention.Collating,statistics and analysis of the collected data,combined with the norm of reading and writing ability of primary school children in Shenzhen,the screening model of dyslexia was discussed.Through the comparison and analysis of 13 tests in the F primary school,the aim is to improve the screening mechanism and testing tools of Chinese dyslexia.By putting forward the referenced screening models as well as segmentation criteria in Shenzhen area,the school educators can develop appropriate teaching interventions.This study involves three parts.In the first part,the author discussed the pattern of the achievement-aptitude discrepancy.Using the “low achievement” model of the achievementaptitude discrepancy,the author conducted a parallel screening test of reading and writingability test(CNT,WNT,OMR)in F primary school.At the same time,combine with the normal distribution curve and natural gap of frequency histogram,we can verify a more reasonable baseline index.Combine with this index,we calculated the incidence of dyslexia and gender ratio in norm data of Shenzhen from grade two to grade five.The results showed that first,the intelligence test cannot predict the level of children’s response to teaching intervention.Second,for the poor readers in Shenzhen area who has already been screened by performances in Chinese courses,we can use 2 standard deviations to exclude children with low intelligence.Next,using 1.5 standard deviations behind the norm data of the local area with parallel screening method of reading and writing ability test can greatly avoid excessive or inadequate screening.When the subject is a natural class,2 standard deviations should be used to exclude low intelligence factors,and the reading and writing ability tests can be parallel screened using 2 standard deviations behind the local norm.Third,the incidence of dyslexia in Shenzhen is 7.28% of grade two,5.12% of grade three,5.03% of grade four,7.22% of grade five.The ratio of male to female is 2-3 to 1.There is gender difference in dyslexia,and the screening rate of boys is higher than that of girls.In the second part,the author discussed the RTI model and parallel screened the post-test scores of reading and writing ability.After that a reasonable cut-off index was determined through the discrepancy between different baseline levels,then compared the screening results between the RTI model and achievement-aptitude discrepancy.The results showed that first,when we use the intersection point method to screen,30% as cut point is more effective for poor readers in Shenzhen area and the incidence is 7.12%.The exclusive use of response rate method can lead the children with high test scores entering to the disorder group,which cause the results of screening invalid.When using the dual discrepancy method to screen the poor readers,30% as cut point is more effective,the incidence rate is 5.18%.Second,the number of children screened by dual discrepancy method is less than that of cut-point method.Third,the intersection point method of RTI is superior to the “low achievement” model of the achievement-aptitude discrepancy.The last part is starting from the cognitive level,aims to separate out the core cognitive components that influence reading process of children with low achievement through empirical tests.The results showed that first,the reading progress of poor readers are most likely to beaffected by rapid naming,digit span,onset-rime and syllable awareness.Second,in primary school,the development of syllable awareness,onset-rime and pinyin knowledge is not synchronized.Children has established syllable awareness earlier and developed faster.The development level of children’s reading and writing ability can be more effectively predicted by syllable awareness in the lower grade of primary school.In the middle grade of primary school,the development of syllable awareness tends to be perfect and the predictability is weakened.At this time,the onset-rime is a more significant source of prediction.With the reduction of Chinese pinyin training in the middle and high grades,the correlation between the onset-rime and the reading and writing ability will also be reduced.