An Experimental Study On The Improvement Ofreading Ability Of Chinese Children Withdevelopmental Dyslexia By Visual Spatial Workingmemory Training

Developmental dyslexia is one of the main types of learning disabilities.Children with developmental dyslexia generally lag behind normal children in reading ability,which seriously affects the formation of children’s learning enthusiasm and self-efficacy.Early intervention and remediation of the reading skills of children with dyslexia can greatly reduce the probability of becoming a bad reader.Reading is a cognitive process,and this process cannot be separated from visual-spatial working memory.Current studies have shown that working memory training can have a transfer effect on the reading level of children with developmental dyslexia.Can visual-spatial working memory training play a role in improving the reading ability of children with developmental dyslexia alone? What is the difference between the training effect and that of normal reading children?To investigate this question,60 children were selected from two elementary schools in Sichuan Province to participate in this experiment,including 30 children with normal reading and 30 children with developmental dyslexia,and were divided into four groups according to the experimental purpose,namely,the dyslexia training group,the dyslexia non-training group,the normal reading training group,and the normal reading non-training group.The training group as the experimental group received visual spatial working memory task training 5 times a week for a total of 4 weeks,20 times,each time about 30-40 minutes,while the non-training group as the control group only participated in normal school teaching,did not participate in any training.Based on the definition of reading ability,this study will measure children’s reading ability from three dimensions:literacy,reading comprehension and reading fluency.All groups of children will undergo pre-test and post-test of reading ability.The final research results show that:Children with developmental dyslexia significantly lagged behind children with normal reading on the literacy,reading comprehension,and reading fluency dimensions.visual-spatial working memory training was effective in improving reading ability for different groups of children,with effects varying by child category and by dimension of reading ability.(1)In terms of reading comprehension,visual-spatial working memory training had no significant effect on the improvement of reading comprehension of children with developmental dyslexia,but had significant effect on the improvement of reading comprehension of children with normal reading.(2)In the dimension of literacy,visual-spatial working memory training has certain effect on the improvement of the literacy of developmental dyslexia children and normal reading children,but it does not reach a significant level.The visual-spatial working memory training has a more obvious effect on the improvement of the literacy of developmental dyslexia children.(3)In terms of reading fluency,visual-spatial working memory training has a significant effect on the improvement of reading speed of both children with developmental dyslexia and normal reading children.In terms of accuracy index,visual-spatial working memory training has a significant effect on the improvement of reading accuracy of children with developmental dyslexia,but has no significant effect on the improvement of reading accuracy of normal reading children.