Cognitive Correction Training For Children With Developmental Dyslexia In Chinese

The information age has brought great convenience to people,and each of us is a profiter of this era.However,there are some groups in China that have dyslexia problems,and they are much more difficult to process these readings than others.Reading is not only the content of a subject,but also a necessary skill for modem people,but the research data shows that 4%-8%of the students in the school have dyslexia.The primary school stage is the stage of rapid development of individual physiology and psychology.Good study habits and abilities will lay a solid foundation for children’s future development.However,dyslexia hinders children’s language learning,daily communication,and other disciplines.Without timely intervention,it will cause harm to children’s future learning and psychology.Correction of interventions for children with dyslexia is an important and valuable application.At present,foreign scholars have conducted many intervention training studies on English dyslexia,and there are few researches on the intervention correction of Chinese dyslexia.With the increasing research on Chinese dyslexia,it will be certain in the near future.More scholars will turn their attention to the intervention correction for children with dyslexia.After absorbing the experience of previous research interventions,this study used the experimental research methods of the intervention group and the control group to conduct intervention correction training for children with dyslexia.First,49 Chinese students with developmental dyslexia were selected from 713 third-grade students from two ordinary primary schools in Mengzhou City,Henan Province.The incidence of dyslexia was 6.87%,and then they participated in intervention training after communicating with parents.There were 18 people in the intervention group and 18 students in the control group who participated in the post-test.The intervention program and traiuing materials are based on the author’s literacy strategy intervention,morpheme awareness intervention,cognitive intervention,reading comprehension intervention and psychological intervention according to the third-grade children with dyslexia,and verify whether the intervention correction program has children with Chinese developmental dyslexia.positive effect.And draw the following conclusions:(1)In terms of the literacy of students,after the systematic intervention correction training,there was a significant difference between the literacy level of the intervention group and the literacy level of the control group.The literacy of the intervention group was significantly higher than that of the control group..This indicates that the intervention materials designed by the author have played a certain role in improving the literacy of children with developmental dyslexia in Chinese.(2)In tenns of morpheme awareness,after systematic intervention correction training,the scores of the intervention group were significantly higher than that of the control group,and the difference was significant;this indicates that the intervention training improved the homophone morpheme awareness,homomorphic morpheme awareness and shape of the intervention group.Consciousness,in which there is no significant difference in morpheme awareness.This indicates that the intervention materials designed by the author have played a certain role in improving the morpheme awareness of children with developmental dyslexia in Chinese.(3)In terms of reading comprehension,after the systematic intervention correction training,the reading scores of the children in the intervention group and the reading scores of the control group were significantly different.The reading scores of the children in the intervention group were significantly higher than those in the control group.This indicates that the intervention materials designed by the author have certain effects on improving the reading level of children with developmental dyslexia in Chinese.(4)After intervention training on the speech scores of the children with learning disabilities,the scores of the children in the intervention group and the seores of the control group were significantly different.The children in the intervention group had significantly higher scores than the control group.Although the scores in the speech part of the score-learning children’s screening scale(PRS)in the intervention group after intervention were still poor in speech ability,the children’s speech ability in the intervention was generally improved.In general,the cognitive intervention training program designed by the author has certain effects on the literacy,phonological awareness and reading ability of children with dyslexia.It also shows that children with dyslexia can be improved through certain intervention training.