To intervene and correct children with dyslexia, the premise is to make a more accurate judgment of dyslexia. Generally speaking, there are four ways to diagnose dyslexia: norm reference test, standard reference test, informal evaluation strategy and curriculum reference evaluation. In order to facilitate the research, when large samples are tested, screened and prepared for the common experiment, people often use the "intelligence achievement difference" test as the basis for diagnosing learning disabilities, that is, the IQ is more than 85 points (generally using Wechsler children's intelligence scale or raven's standard reasoning test), and the academic performance is significantly lower than its intelligence level (generally considered as It's below two age levels), and you can diagnose dyslexia. If it is for a specific individual to correct, we must use more subtle diagnostic methods to determine the specific types of dyslexia, in order to suit the case. In the process of screening children with dyslexia, some researchers adopted the strategy of hierarchical detection: ① which children are learning disabilities determined by the local school district; ② the score in the norm reference intelligence test must be between 80 and 120; ③ the reading score must be at least one standard deviation lower than the average; ④ the reading ability is still at the most basic level in the lower grade; ⑤ there is no other aspect Obstacles. If the above five conditions are met, the child is considered to have dyslexia.
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