Educational assessment and intervention of dyslexia

doi:10.11852/zgetbjzz2025-0907

Abstract

Abstract: Dyslexia is the most common type of specific learning difficulty, affecting approximately 5% to 10% of school-age children.From the perspective of cognitive psychology, this paper systematically reviews the cognitive mechanisms, assessment tools, diagnostic criteria, and intervention research on dyslexia, and highlights that the primary focus of its assessment and intervention is decoding ability (character recognition).Future efforts should integrate advances in artificial intelligence and educational technology to promote the establishment of early screening and evidence-based intervention systems.

Key words: dyslexia, assessment, intervention, Chinese, cognitive mechanism

摘要： 阅读障碍是特殊学习困难中最常见的类型,影响约5%～10%的学龄儿童。本文从认知心理学视角出发,系统梳理了阅读障碍的认知机制、评估工具、诊断标准与干预研究,指出阅读障碍的测评和干预重点是解码能力(字词识别),未来应结合人工智能与教育技术的发展,推动早期筛查和循证干预体系的建设。

关键词: 阅读障碍, 评估, 干预, 汉语, 认知机制

CLC Number:

R179

LI Hong. Educational assessment and intervention of dyslexia[J]. Chinese Journal of Child Health Care, 2025, 33(9): 929-933.

李虹. 阅读障碍的教育评估与干预[J]. 中国儿童保健杂志, 2025, 33(9): 929-933.

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