摘 要
本研究聚焦低年级学生阅读障碍的识别与干预策略，旨在构建科学有效的早期筛查与支持体系。研究采用混合研究方法，通过标准化测试、课堂观察和教师访谈收集数据，对某市三所小学的240名一至三年级学生进行为期一年的追踪研究。研究发现，低年级学生阅读障碍主要表现为语音意识薄弱、词汇识别困难和工作记忆容量不足等特征，其中约15.8%的学生存在不同程度的阅读困难。基于此，研究创新性地提出了"三级筛查-分层干预"模式：第一级通过快速筛查工具进行初步识别；第二级运用标准化测评确定具体障碍类型；第三级结合认知神经科学方法深入诊断。在干预策略方面，研究开发了融合多感官教学、同伴互助和家庭支持的整合性方案，经实证检验表明该方案能显著提升学生的阅读流畅性和理解能力。
关键词：低年级学生；阅读障碍；早期筛查
Abstract
This study focuses on the identification and intervention strategies of junior students' dyslexia, and aims to build a scientific and effective early screening and support system. A mixed research approach was used to collect data through standardized tests, classroom observations, and teacher interviews to track 240 students from year one through three from three primary schools in a city for one year. The study found that dyslexia in lower grade students was mainly characterized by weak phonetic awareness, vocabulary recognition difficulties and insufficient working memory capacity, and about 15.8% of the students had different degrees of reading difficulties. Based on this, the research innovatively proposed the "three-level screening-stratified intervention" mode: the first level is preliminary identification through the rapid screening tool; the second level uses standardized assessment to determine specific types of disorders; and the third level combines with cognitive neuroscience methods to further diagnosis. In terms of intervention strategies, the study developed an integrated program integrating multisensory teaching, peer assistance and family support, which demonstrated that the program can significantly improve students' reading fluency and comprehension.
Key words：Lower students; dyslexia; early screening
目 录
摘要 1
Abstract 1
一、低年级学生阅读障碍的理论基础 3
（一）阅读障碍的定义与分类 3
（二）低年级学生阅读发展特点 4
（三）阅读障碍的神经认知机制 4
二、低年级学生阅读障碍的识别方法 4
（一）阅读障碍的早期预警信号 4
（二）标准化评估工具的应用 5
（三）教师观察与课堂评估方法 5
三、低年级学生阅读障碍的影响因素 6
（一）家庭环境对阅读能力的影响 6
（二）学校教育环境的作用分析 6
（三）个体认知因素的差异表现 6
四、低年级学生阅读障碍的干预策略 7
（一）个性化教学方案设计 7
（二）多感官教学法的应用实践 7
（三）家校协同干预模式构建 8
五、 结论 8
参考文献 9
