An Intervention Research Of Reading Comprehension Ability For Chinese Children With Reading Disability From The Perspective Of Evidence-based Research

Reading comprehension ability is not only a reflection of individual competitiveness,but also one of the core elements of national cultural soft power and comprehensive national strength.However,studies have found that the incidence of dyslexia at school age is 5%-10%,which has seriously affected the overall development of regional quality.As early as 1982,the cross-language study of Stevenson et al.found that the incidence of dyslexia in Japan,the United States and Chinese Taiwan area was 5.4%,6.3% and7.5%.However,the relevant research on Chinese mainland area of dyslexia was much later,and the relevant research on Chinese mainland area of dyslexia still lacks a scientific system.Therefore,early assessment and intervention of Chinese reading disabled pupils is of great significance to improve their reading comprehension and academic achievement.First of all,based on evidence-based concept,the study developed a Meta-analysis of the intervention of the existing domestic and foreign Chinese dyslexia intervention methods for primary school students’ reading comprehension,to investigate the differences in the amount of improvement effect of primary school students’ reading comprehension under the influence of different intervention methods,intervention duration,intervention materials,and intervention contents,etc,and to explore the "evidence-based intervention method for primary school students with Chinese reading disorders’ reading comprehension ability".The results of Meta-analysis show that nine types of intervention methods have a highly intervention effect on the overall reading comprehension ability of Chinese dyslexic pupils,including story structure teaching,interactive teaching method,mind map teaching,repeated reading teaching,the technical auxiliary teaching,peer assisted teaching method,teaching method,this teaching method based on linguistic level and cognitive strategy teaching method.Secondly,based on the results of the meta-analysis,according to the after two steps of evidence-based study,at the same time,considering the special education experts,the author’s skill and discipline background,intervention object and the specific situation of the school,adjustment and using the research evidence,formulate effective improve Chinese dyslexia intervention implementation project of primary school students reading comprehension─—that is,in interactive teaching method,the structure of the story and mind map teaching method combined with the comprehensive teaching package.The final results show that the intervention program based on the evidence-based concept can effectively improve the reading comprehension of the dyslexic pupils in the experimental group.Based on the above results,combined with the current research status of Chinese reading disorder,some Suggestions are put forward for the intervention research and practice of reading comprehension ability of Chinese reading disorder pupils.