Phonological Processing And Orthography Of Children With Chinese Developmental Dyslexia Study On Machining Defects And Intervention

Developmental dyslexia is a common learning disorder in children’s reading development.It will not only lead to children have difficulties in reading and spelling,but also affect their academic performance,seriously hinder children’s psychological development,and lead children to lag behind normal children in cognition,emotion and sociology.Research shows that Chinese dyslexic children have defects in phonological processing and orthographic processing.For children with Chinese dyslexia,targeted intervention programs are still relatively few.This study explored the differences of phonological processing and orthographic processing among children with dyslexia in different grades,and designed a spelling reading training intervention program to explore whether the reading and spelling ability of children with dyslexia can be improved.This study tested 564 students in grades 2,3 and 5 of a primary school in Wu Chang City.Finally,60 participants（30 children with dyslexia and 30 children with normal reading）were selected to participate in this study.Research 1 explored the differences in phonological processing and orthographic processing between dyslexia children and normal reading children in different grades.Research 2 conducted spelling-reading intervention training for children with dyslexia to explore whether the intervention can improve the reading ability of children with dyslexia.Research 1 adopted a experimental design of 2（Group: dyslexia group,normal group）*3（Grades: second,third,fifth）,and the dependent variable is the score of each test.The results showed that there were significant differences in phonological processing and orthographic processing between dyslexia children and normal reading children in different grades,and with the growth of grade,children’s abilities in these two aspects will be improved.Research 2 adopted a mixed experimental design of 3（Group: intervention group,control group,normal group）* 2（time: pretest,post test）,and the dependent variable is the score of each test.The results show that spelling-reading intervention training can improve the reading and spelling ability of children with dyslexia,but there is still a gap compared with normal children.The study found that there are differences in phonological processing and orthographic processing among children of different grades and Phonological and orthographic processing defects are the main causes of Chinese dyslexia.Spelling-reading intervention training can effectively improve the reading and spelling ability of children with dyslexia.Therefore,dyslexia can be improved through intervention training,and the intervention training scheme designed in this study is effective.Early intervention should be provided for children with dyslexia in preschool or early grades to promote their healthy development.