A Research On Educational Intervention For Children With Literacy Disabilities In The Second Grade Of Primary School

Reading is the most important problem for children with learning difficulties.Up to80% of children with learning difficulties have difficulty in reading.Reading involves the learning process of literacy and understanding.Although understanding is the ultimate purpose of reading,literacy is the foundation of understanding.According to the research,among the dyslexics,literacy difficulties account for 70%.Therefore,this study is an intervention for students with dyslexia.The purpose of this study was to explore the effects of literacy intervention on literacy learning outcomes of dyslexic students in the second grade.The research method was withdrawal experiment design in single subject experiment mode(A-B-A ').Three grade two dyslexic students were selected from a primary school in Quanzhou city to participate in the four-month intervention experiment.According to the situation of the subjects,cognitive processing training,phonological awareness training and literacy strategy training will be combined in the design for intervention.This study was divided into three periods,the baseline period only implemented evaluation without teaching;During the treatment period,the subjects received literacy intervention training and were evaluated immediately after the teaching.Retention period is two weeks after teaching,during which only evaluation is not taught.At the same time,before and after the whole experimental intervention,the literacy of three cases were measured.Finally,visual and statistical analysis will be used to investigate whether literacy intervention training can improve literacy learning by processing the data collected in the baseline period,treatment period and retention period two weeks later,such as pronunciation test,dictation test,word formation test and literacy quantity.The results of this study are summarized as follows:1.After the intervention,there was a significant increase in the scores of the whole test,dictation test,pronunciations test and word group test of the dyslexic students in the baseline period and the treatment period,so the training had an immediate effect.2.After processing period of literacy training,cancel all intervention training two weeks,and then to the subjects' literacy of the whole test,dictation,read a word pronunciation and see the word group uniform test test,the test score as pre-approved data relative to the baseline period still has a significant increasing trend,so the literacy training has a good retention effect.3.literacy intervention for the improvement of literacy in children with dyslexia dictation,pronunciation and reading word group three aspects are effective,which read the retention of the best effect,followed by word group;Dictation produces the best results immediately.Overall,the intervention programs designed in the study were most effective in improving the reading ability of students with literacy difficulties.4.Literacy intervention for students with low initial literacy achievement,the improvement of literacy ability is more significant.After the intervention of literacy teaching,the achievement of the dyslexic children in literacy capacity and literacy ability test was improved,which proved that the intervention training could improve the literacy capacity and literacy ability of thedyslexic students.It shows that the literacy of children at high risk of dyslexia can be improved by intervention,and the intervention training program designed in this study is effective.According to the above research results,this paper puts forward some Suggestions on the implementation of literacy intervention training for students with learning difficulties,and the future research feasibility and development direction.