Reading impairment is a low reading ability that cannot be explained by factors such as iq and motivation for learning. It and autism, attention disorder, speech retardation, etc. Are developmental neurodeficits with genetic mechanisms, and these developmental neurodeficients are highly common. However, they are still not fully understood in terms of their morbidity, so diagnosis and treatment are also based primarily on behaviour, i. E. Diagnosis of a child's reading impairment at the reading level and intervention in reading skills and ability。
Literacy is slow
Many children with reading disabilities lag behind in early language development, mainly through late speech, poor understanding of complex sentences, slow speech, etc. However, there have also been cases of early language development, but the beginning of literacy has shown difficulties in reading. Internationally common clinical criteria for reading impairments are 1. 5 poor standards or two grades for children of normal age who are behind the reading level. There is no standardized, comprehensive chinese-language reading proficiency test in mainland china, but we have some tests for some individual reading skills, such as literacy tests and reading fluidity tests. The diagnosis of reading impairments in chinese by researchers is based mainly on literacy levels and can be accurately diagnosed as early as the third grade of primary school. We believe that attention should be paid in the diagnosis to distinguishing the problem of literacy from the problem of reading understanding, which may have different causes and should have different intervention programmes。
There are no shortcuts to improving reading skills
These children and others with reading impairments, who are smart, cute and full of curiosity about the world, some of whom also have strong social skills, managerial skills, artistic talent, etc., may be the genetic remedy for their reading deficiencies. However, they will never be completely corrected in reading as readers like others. But our human brain has a very strong plasticity, and intervention in their careful and patient behaviour is very effective. However, parents are mindful not to go to health care in a state of emergency, and there are many trainings in society, but effective interventions for children with reading disabilities are focused on reading itself。
So what exactly is the intervention in reading itself? We emphasize that intervention plans are tailored to the specific problems of children. The most fundamental problem with reading impairments is the problem of word recognition, i. E. Insufficient literacy, so that helping children to read is the most fundamental task; at the same time, some children with reading impairments still have problems of understanding, even if they do not understand the word, which requires guidance in terms of meaning of words, context, etc. In the area of literacy, we emphasize respect for the characteristics of the chinese language, inform children about the characteristics and organization of the system and step by step enhance their understanding and mastery of it. For example, the nature of the description can be used to help them distinguish between homogenous words. The unique square-word shape, as well as the nature of the han-word expression, makes it possible to place special emphasis on children's mastery of characters in literacy, so traditional, repetitive handwritten writing may be very helpful. In this regard, research results from western spellings, such as speech training, which may not be suitable for chinese, cannot be reproduced in a rigid manner。
Is there anyone who can recover
Do children with reading disabilities have reading disabilities when they grow up? Our studies have shown that adult reading disorders are lower in chinese than in children and that there are two main reasons for this. One reason for this is that some children diagnosed with reading disabilities have been added to subsequent development, often in low-economic families and regions where they lag behind in early reading development due to problems with early educational resources, but they are not really reading barriers that give them enough time and educational opportunities to catch up. There is also a problem with sampling of adult screening for reading disabilities, such as the possible unequal recruitment of adults who drop out of school, which leads to lower detection rates of adult reading disabilities. The main reading problem for those adults who have been tested with reading disabilities is not the problem of literacy, but the slowness of reading. This is mainly due to the fact that, by the adult stage, most of the common chinese characters are already recognized, but the speed of reading is still limited and their proficiency in chinese is lower than that of others. As a result, different intervention programmes may be required for children and adults with reading disabilities. The use of research tools such as brain imaging to identify persistent and self-rehabilitating reading barriers is also a very meaningful task for researchers。
Is learning foreign languages an extra burden
There is no evidence that learning the additional language increases the likelihood of having a reading disability, but learning the additional language is undoubtedly a burden for children with reading disabilities. If a child has a reading impairment in his or her mother tongue, the possibility of reading impairment in a second language is very high, as language learning is largely shared。
There are, however, exceptions, such as the fact that a bilingual japanese-english child is a reading barrier in english only, but no problems in japanese. It is therefore not precluded that the impaired cognitive function of the child affects only reading in one language and not another. In any case, it is not possible to change english if you can't read in chinese. In addition, studies have found that learning one more language may also make up for reading impairments. For example, the spanish-english bilingual reader with a reading impairment is more capable of speech analysis than the english monolingual reader with a reading impairment, probably because spanish is a very standard language, the letter-to-spoken pair should be perfectly consistent, and children can read it easily once they have it. As a result, a system such as spanish has been learned, which is better able to assist children in developing their voice analysis capabilities。
Reading barriers require attention, understanding and support at all levels of society, educators, parents, educational policy makers, and more equitable opportunities for individuals to develop their full potential. My country has just begun to do much more in this area, but we are confident that we will catch up soon。
