These are many kinds of Learning Disabilities. Dyslexia is one of them and also affects children the most and about 5%-15% of people are diagnosed with dyslexia to varying degrees. These Learning Disabilities are now being developed further in China, but are still unknown to the general public. This means that not many teachers and schools will have targeted intervention and help for those children who have dyslexia. But for other countries, there has been a history of studying dyslexia and understanding and designing different types of effective school/classroom interventions. This systematic review locates, evaluates, and summarizes empirical research published in peer-reviewed journals from 1970 to 2022 on classroom interventions for dyslexia. The purpose of the review was to investigate the effectiveness of different interventions for dyslexia. A search of 9 different electronic databases in August 2022 resulted in 9 articles meeting the review inclusion criteria. A narrative synthesis of the findings shows that these different types of interventions all have a positive impact on dyslexia, and also target the characteristics of dyslexia in China. The systematic review also showed that there is lack of dyslexia in China and that the Education Bureau has limited promotion of dyslexia, both among teachers and the general public. The impact of these findings on the future development and research of Chinese education is discussed, and directions for future research are also proposed.
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Jin, Jialiang
Rights Holders: Jin, Jialiang Supervisors: Shaw, Linda
School of EducationFaculty of Humanities and Social Sciences
MA Education
2022
© Jin, Jialiang Published by Oxford Brookes UniversityAll rights reserved