The Effect Of Phonological Awareness On English Vocabulary Recognition And Reading Ability Of Rural Junior Middle School Students With English Learning Disabilities And Intervention Research

Vocabulary recognition is one of the basic processes of students in reading acquisition.The level of reading comprehension is often closely related to the level of vocabulary recognition and reading ability.Modern psycholinguistics believes that word recognition processing generally includes orthographic processing,semantic processing,and phonetic processing.Among them,phonetic awareness processing has become an important part of phonetic processing.For a long time,English teaching has played an important role in the daily teaching activities of primary and secondary schools in our country.However,in the process of students’ English learning,people found that some students have various,more or less learning difficulties in English learning,especially in rural areas.In previous studies,for these students with English learning disabilities,researchers used mind mapping,cooperative learning,and individualized teaching methods to intervene in their teaching to improve their English learning performance.Based on previous research,this research hopes to try to investigate the English learning status of students with English learning disabilities in rural areas from the perspective of phonological awareness,and to test the effect of phonological awareness system training on improving vocabulary recognition and reading of students with English learning disabilities horizontal effect.This research is divided into two parts: research one mainly explores the phonological awareness and the development of English vocabulary recognition and reading of rural junior middle school students with English learning disabilities;research two is based on research one,to conduct phonological awareness of students with English learning disabilities Teaching intervention to investigate the impact of phonetic awareness training on the English vocabulary recognition ability of rural junior high school students with English learning disabilities.The main conclusions of this study are as follows:1.Regardless of the level of phonological awareness or the ability to recognize and read English vocabulary(recognition of real words and naming of fake words),the performance of students with English learning disabilities in rural junior high schools is significantly lower than that of normal students.2.The intervention training of English phonetic awareness can not only improve the English voice awareness level of the students with English learning disabilities in rural junior high school,but also promote the development of the vocabulary recognition and reading ability of these students,which reflects that systematic education intervention has a significant positive effect on improving the English learning status of rural junior high school students with English learning disabilities.