SPECIAL TOPIC: Research on Services for Population with Developmental Dyslexia

Does School Education Improve Reading Ability in Children with Developmental Dyslexia? Evidence From a Three-year Follow-up Experiment

  • Li Hongchen
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  • School of Information Management, Nanjing University, Nanjing 210023
Li Hongchen,doctoral candidate,E-mail:17864386276@163.com.

Received date: 2024-08-07

  Revised date: 2024-11-24

  Online published: 2025-06-11

Supported by

This work is supported by the key project of National Social Science Fund of China, titled “Research on Public Reading Services for Population with Dyslexia” (Grant No. 23ATQ005).

Abstract

[Purpose/Significance] Exploring the changes in reading ability of children with developmental dyslexia from Grade 3 to Grade 6, this study taps into the key factors affecting the reading ability of children with developmental dyslexia and provides support for proposing targeted reading interventions. [Method/Process] This study used a mixed method of comparative and follow-up experiments, taking school-age children as the research subjects. It compared the differences in Chinese character recognition, morpheme ability, phonological ability and reading comprehension ability between children with developmental dyslexia and normal children in experiment 1.And it analyzed the changes and variations in the abilities of children with developmental dyslexia and normal children’s Chinese character recognition, morpheme ability, phonological ability and reading comprehension ability after three years of school education and family education in experiment 2. [Result/Conclusion] School education has a greater impact on the reading ability of children with developmental dyslexia. It finds that there are significant differences between children with developmental dyslexia and normal children in in literacy ability, morphemic ability, phonological ability and reading comprehension ability in grade 3, and children with developmental dyslexia have significantly lower literacy ability, morphemic ability, phonological ability and reading comprehension ability than normal children. In grade 6, children with developmental dyslexia showed significant improvement in literacy ability, phonological ability, and reading comprehension ability from 2021 to 2024, and their reading comprehension basically caught up with that of normal children. However, phonological ability does not change significantly over the three-year period, and the gap with normal children widened further. This finding will effectively guide related scholars to carry out reading intervention research, and reading intervention needs to pay attention to interventions targeting morphemic ability.

Cite this article

Li Hongchen . Does School Education Improve Reading Ability in Children with Developmental Dyslexia? Evidence From a Three-year Follow-up Experiment[J]. Library and Information Service, 2025 , 69(12) : 32 -40 . DOI: 10.13266/j.issn.0252-3116.2025.12.003

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