Intervention Study On Phonological Awareness And Orthographic Awareness Of Children With Chinese Developmental Dyslexia

The aim of this study was to examine the effect of phonological awareness intervention and orthographic awareness intervention on children with developmental dyslexia in Chinese,and to explore the relationship between the development of phonological awareness and/or orthographic awareness and the development of reading ability.In this study,24 children aged 3 to 4 of grade 3 in Chinese with developmental dyslexia were selected on the basis of literacy,reading fluency,intelligence,and motivation.The study consists of two parts,which are assessment and intervention.The assessment is divided into two parts,namely the pre-intervention assessment and the post-intervention assessment,which contains two items,namely phonological awareness assessment and orthographic awareness assessment.According to the results of the pre-intervention assessment test,the subjects were divided into three groups:the phonological awareness intervention group(PA intervention group),the positive-word consciousness intervention group(OA intervention group),and the double intervention group(PA&OA intervention group).In the group,participants were trained in phonological awareness and/or orthographic consciousness intervention.After all intervention training,the post-intervention assessment was completed.Through the research results of phonological awareness and orthographic awareness intervention effects,it is found that:First,effective phonological awareness and/or positive word-consciousness intervention have certain intervention effects,and children with developmental dyslexia who receive phonological awareness and/or orthographic awareness intervention Consciousness,orthographic awareness,and reading skills have all developed.This shows that effective interventions can promote the development of children's phonological awareness and orthographic awareness.Second,the simultaneous acceptance of phonological awareness interventions and orthographic awareness interventions are more effective in promoting the improvement of parasonal awareness.This shows that phonological awareness can facilitate the storage and extraction of "phonetic" representations in the paranoid consciousness.Third,the reading accuracy of the phonological intervention group was marginally higher than the positive word awareness intervention group and the double intervention group.This may be due to the reading accuracy task being an unlimited reading test,reducing the lack of precision processing of the glyphs in the case of rapid test,highlighting the effect of phonological awareness.Through the correlation analysis of phonological awareness and orthographic awareness intervention results and reading ability,we found that:First,there is a positive correlation between tonal awareness and reading accuracy in the phonological awareness intervention group.There was a positive correlation between tones awareness and reading fluency and reading accuracy in the double intervention group.The improved tonal awareness can obviously promote the extraction of the correct "phonetic representation" so as to achieve a smooth and accurate processing of the tonal layer.Second,the participants in the double intervention group had a positive correlation between the para-consciousness and the improvement of reading fluency in the orthographic awareness.This may be due to the more complete speech characterization,the stronger the ability to process speech characterizations,and the greater the role of sound side reading for reading.Third,there is a positive correlation between the non word task and the improvement of reading fluency in the conscious intervention group.This shows that orthographic awareness intervention promotes children's mastery of orthographic rules,improves the ability to recognize the right and wrong words,and effectively reduces the time and attention resources for judging Chinese characters ' conformity to orthographic rules in reading fluency tasks.