Effect Of Visual Rapid Processing Intervention On Reading Fluency Of Children With Chinese Dyslexia

Reading ability is the foundation of learning ability,fluency is one of the most significant measures of reading ability.Reading fluency requires an individual to maintain the accuracy of word decoding and appropriate reading speed during the reading process,and to be able to allocate attention to reading comprehension,fluent readers can automatically decode words in a short period of time to quickly understand the meaning of the sentence.The reading problems of Chinese dyslexic children are not only reflected in word decoding and text understanding,but also in reading fluency,the long-term negative reading experience caused by the persistent difficulty in reading reduces children’s reading enthusiasm,which has a serious impact on their daily life and study.However,in the current Chinese classroom teaching,teachers tend to focus on training students’ ability of word recognition and reading comprehension,while neglecting the teaching of reading fluency.The purpose of this study is to explore the effect of visual rapid processing intervention on the reading fluency of Chinese dyslexia children,and to investigate the fluency of reading aloud and silent reading from the word and sentence levels.The students with dyslexia and normal reading were randomly assigned to the intervention group and the control group,in which the students in the intervention group took part in the visual rapid processing training,the students in the control group only took part in daily school activities.The purpose of this study is to explore whether the visual rapid processing intervention can improve the reading fluency of Chinese dyslexic students,and the difference of reading fluency ability between dyslexic students and normal students.The results showed that:(1)Visual rapid processing intervention significantly improved the fluency of word reading and the speed of silent sentence reading in children with reading disabilities,and the intervention had a promoting effect on the fluency of word reading and the speed of silent sentence reading in children with different reading levels;Intervention did not significantly promote the accuracy of silent reading of sentences in children with reading disabilities,and intervention did not significantly promote the accuracy of silent reading of sentences in children with different reading levels.(2)After intervention,children in the normal reading experimental group had a greater improvement in word reading fluency than children in the dyslexia experimental group,and children in the dyslexia experimental group had a greater improvement in sentence silent reading speed than children in the normal reading experimental group.In conclusion,visual rapid processing intervention can significantly improve the reading fluency and sentence reading speed of Chinese dyslexic children,but it has no significant effect on sentence reading accuracy.The future research can further optimize the training program of visual rapid processing,and strengthen the control of task accuracy on stimulus presentation speed,the reading strategy intervention may improve the reading fluency of dyslexic children.