Intervention Study On Chinese Developmental Dyslexia In Third Grade Primary School Students

Dyslexia is the main subtype of learning disabilities and the biggest stumbling block to students’ learning.The third grade of primary school is a turning point in learning Chinese,and it is a key stage in the development of reading ability of children with dyslexia.At this time,the main task of the students changed from 了iterate to reading,and the main way of reading changed from voice reading to silent reading.This study aimed to investigate whether the "Intervention Training Program for Primary School Students’ Visual Perception and Morpheme Awareness" can improve the morpheme awareness and fluency of silent reading of children with dyslexia,and ultimately improve children’s reading comprehension ability.To test the intervention effect of the program,17 children with dyslexia were selected from213 students in grade three of a primary school in Jinjiang City.With full communication with their parents,8 children were selected as the intervention group and the rest as the control group.In addition,in order to measure the gap between the children in the intervention group and the children who have normal reading ability before and after the intervention,8 children with high Chinese scores in the third grade were selected as the normal group to complete the pre-test and post-tests of this study.By performing a one-way analysis of variance on the pretest scores,the intervention group and the control group had no significant differences in morpheme awareness,silent reading fluency,and reading comprehension ability,which met the matching requirements.However,there were significant differences in the morpheme awareness,silent fluency,and reading comprehension between the intervention group,control group and the normal group.According to the program,the children in the intervention group received 8 weeks of intervention training.After that,three groups of children were post-tested to check the intervention effect of the intervention training program.The analysis of pre-and post-test results of the three groups of children found that after intervention training,the morphemic awareness,silent reading fluency,and reading comprehension ability of the children with dyslexia intervention group were improved to varying degrees.At the same time,the teachers of children with dyslexia intervention group reported that these children’s other abilities,such as attention,also improved to some extent.The above results show that the intervention training program is effective for children with dyslexia,which can help to transform and improve the dyslexia of children with dyslexia.