本文首先簡介讀寫障礙的概況如定義、出現率及如何影響學生學習和情緒行為發展等。並概述一項旨在協助小學讀障學生提升中文能力的計劃及有關經驗；研究對象包括群育學校和主流小學有讀寫困難的學童約共三百名。結果反映若能及早為讀障學生提供適切的語文訓練，不但能增強學生的語文能力，尤其在字詞學習的層面，更可減低學生出現情緒行為問題的機會。 This paper initially introduces the definition, prevalence rate and influences on student's learning, as well as emotional behavioral development, of dyslexia. It then summarizes the experience of a project that aimed to help Primary students with dyslexia in Chinese Language learning and prevention of emotional behavioral problems. The project involved about 300 dyslexic Primary students from Schools for Social Development and the mainstream. Results suggested that early and appropriate intervention in literacy training was important in uplifting students' language proficiency, especially on word level, as well as in preventing emotional and behavioral problems.
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This study was to evaluate the impact of an early literacy intervention program for preschoolers at risk for SpLD. One hundred ten children were identified as at risk for SpLD. They were divided into 2 groups, the at-risk group (AR) and the control-risk group (CR). The at-risk group received a centre-based intervention program which contained 15 training sessions on the four domains: oral language, orthographic knowledge, morphological awareness and word recognition tailored for children poor in literacy skills. The control-risk group received some self-learning materials related to their school curriculum and finished the materials at home. A further group of 50 children (NAR) who were not at risk were selected to act as controls and were assigned equally to the two groups. Nine language and reading related-cognitive tests were administered. Results from the 9 tests before the intervention showed that both AR and CR had similar literacy achievement. Both groups performed worse than NAR particularly in the oral language, word recognition, orthographic awareness and phonological awareness. After the intervention, though AR and CR did not catch up with NAR, AR showed greater improvement in most tests than CR. The differences in improvement were found significantly in orthographic awareness and morphological awareness. This showed that children at risk for SpLD in the preschool years could achieve higher in literacy ability by receiving special intervention program. The results highlighted the important role that early literacy intervention played in the development of language and reading skills in preschoolers at risk for SpLD.