The Effect Of Repeated Reading Intervention On Reading Fluency And Reading Comprehension Of Children With Dyslexia

Reading involves in complicated cognitive and information processing.Comprehension is not only one of the purposes of reading,but also an aspect that represents reading ability.A large number of studies have proved that deficiencies in phonological awareness,morphological awareness,orthographic awareness,and rapid naming may lead to reading failure,but readers with poor reading ability and students with dyslexia seem to also have problem at reading fluently.In practice,teachers usually focus on word recognition and reading comprehension,neglecting the importance of reading fluency.Some researchers believe It is due to the fact that interventions on reading fluency have not been discussed enough.This study first explores the relationship between reading fluency and reading comprehension among lower-grade students in an elementary school,using a one-level experiment.Second,a intervention on reading fluency is applied to discuss the effective way of improving reading fluency and reading comprehension skill,this study focuses on a level test experiment and a intervention experiments to explore the impact of reading fluency on the reading comprehension of children in lower grades,and try to explore effective intervention programs to improve reading fluency of children with Chinese reading difficulties,and improve reading ability of students with Chinese learning disabilities through the intervention of reading fluency.The results of this study indicate that:Firstly,Among primary school students in grade three,reading fluency,word recognition and oral comprehension are significant predictors of reading comprehension.Reading fluency plays an intermediary effect between word recognition and reading comprehension,oral comprehension and reading comprehension,indicating that fluency can indirectly affect reading comprehension.Secondly,Repeated reading intervention embedded with different strategies is effective in improving reading fluency of dyslexia children.specifically,repeated reading that embedded with performance-based or skill-based intervention displayed most influence on corrective feedback and reinforcement,proving to be the most effective interventions.Finaly,Results suggest that interventions on repeated reading can improve reading fluency,indicating that more strategies should be applied in classroom to improve students’ motivation on reading.At the same time,teachers should pay more attention to the students’ reading fluency,cultivate students’ reading interest and improve students’reading motivation to improve reading ability.