Early Screening and Instructional Application for Reading Difficulties in Lower-Grade Primary School Students

Abstract

In the early primary school years, failure to promptly identify and address reading difficulties can have a significant impact on students’ academic development and learning confidence. However, at present, some schools and families have a poor understanding of reading difficulties, and the screening methods are not standardized. Additionally, the teaching strategies lack systematicity and fail to meet the individual needs of students. This study aims to establish a systematic early screening and instructional application framework. By integrating standardized assessment tools with collaborative screening mechanisms between schools and families, this study seeks to accurately identify reading difficulties. Combined with teacher professional empowerment strategies and family co-reading support plans, this study provides personalized instructional support for students with different types of reading difficulties. Ultimately, the goal is to achieve early screening and intervention for reading difficulties in the early primary school years, helping students overcome reading challenges and laying a solid foundation for their long-term academic success.