[Purpose/Significance] To overcome limitations of previous developmental dyslexia screening methods for school-age children, this paper designs a three-stage experimental process: special factors exclusion, dyslexia screening, and subtype identification. This system refines dyslexia identification methodologies and improves the scientific and accurate screening for dyslexia groups. The identification and analysis of different subtypes of dyslexic individuals is helpful to provide theoretical and data support for the formulation of subsequent intervention experimental programs. It is conducive to improving reading abilities of school-age children with developmental dyslexia, promoting the Reading for All, enhancing public library services for special groups, and achieving the service equalization. [Method/Process] According to the experimental process, students in grades 3-5 from two primary schools in Changchun were screened for special factors (disease and intelligence) related to developmental dyslexia using interview and scale tests. After investigation, the remaining subjects passed a literacy and reading comprehension test to identify the dyslexic group. In the subtype identification, the cognitive ability of the control group and the dyslexic group was tested in five dimensions: phonological awareness, morpheme awareness, quick naming, orthographic awareness, and short-term memory. The subtypes of the dyslexic group were analyzed with the standard segmentation method as the recognition standard. [Result/Conclusion] Phonetic awareness, orthographic processing, and quick naming defects are high-incidence defects in the subtypes of Chinese developmental dyslexia. Morpheme consciousness and short-term memory defects show compound characteristics and coexist with other defects. Among the mixed defects types of Chinese developmental dyslexia subtypes, the quick naming-orthography defect is the main defect. Most children with dyslexia exhibit multiple co-occurring defects, reflecting the concurrency of multiple defects in the subtypes of developmental dyslexia in Chinese. The scientific identification of dyslexia subtypes is helpful in providing targeted guidance for subsequent intervention research.

[Purpose/Significance] This scholarly inquiry seeks to delineate the disparities in reading self-efficacy between children afflicted with developmental dyslexia and their peers with typical reading competencies. It further endeavors to dissect the influence of developmental dyslexia on the distinct dimensions of reading self-efficacy. The outcomes of this research are poised to furnish a substantive theoretical framework for library professionals and educational practitioners in the formulation of specialized reading intervention programs. Such initiatives are intended to bolster the reading self-efficacy among children diagnosed with developmental dyslexia. [Method/Process] This study employs the Propensity Score Matching (PSM) model to analyze the impact of developmental dyslexia on children’s reading self-efficacy and uses the Independent Samples T-test to analyze the differences in the dimensions of reading self-efficacy between children with developmental dyslexia and those without. [Results/Conclusions] Developmental dyslexia significantly affects children’s reading self-efficacy; children with developmental dyslexia exhibit significantly lower levels of belief in positive learning outcomes, sense of achievement, innate talent, positive self-expectancy, self-assurance, perception of adverse environments, feelings of powerlessness, and sense of effort compared to children without dyslexia, with no differences in susceptibility to interference or self-doubt.

[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.

[Purpose/Significance] Aiming at the weak status quo of reading services for the dyslexic groups in China’s public libraries, this paper explores feasible service mechanisms to construct functional structures, providing theoretical and practical references for public libraries to carry out services for the dyslexic groups. [Method/Process] Data were collected through interviews and literature reviews. Grounded Theory was applied to identify the key elements of service mechanisms for the dyslexic groups in public libraries. A total of 154 initial concepts, 17 basic categories, and 6 main categories were received. [Result/Conclusion] The relationship between the elements of the service mechanism is analyzed, and the framework of the service mechanism is constructed. Based on this framework, the study proposes that public libraries should provide system management, full coverage of exclusive spatial resources, group services, and intermediary services for the dyslexia services. A functional structure model for these services is also presented.