Abstract
This third year research project has the main objective to compare the outcomes of treatment for at-risk of dyslexia children between the supplementary teaching group and the control group, after two years of small group reinforcement teaching with 42 and 77 high-risk students in the supplementary and control group schools entering the experiment in the second year. Teaching for a total of 24 weeks during the 3rd grade has been adjusted for in accordance with the situation of the COVID-19 epidemic. Unfortunately, the school was closed for onsite teaching in the 4th grade level. However, the students was followed up to test reading ability and to measure learning achievement in reading with the WRAT tool at the fifth grade level, with the children in the supplementary group and the control group of 32 and 58 people, respectively. For students in research projects who are not at risk group, the remaining 621 students were monitored for reading ability of elementary school children from grade 1 to grade 5. Reading abilities of not-at risk of dyslexia pupils develop at a faster rate than those of at risk of dyslexia pupils. The result of the reading test when in the fifth grade showed that the children in the at-risk group who received supplemental teaching had higher scores on reading and basic reading skills in almost all areas than the children in the control group, but not reach statistically significance. Learning achievement in reading from the WRAT test showed that 68% of the children in the supplementary teaching group and 58 percent of the children in the control group had a reading domain not lower than the standard value for more than 2 classes as there was a mild reading problem. However, the results showed that more than 90 percent of children from both groups had an achievement of writing domain less than the standard for more than two classes. In addition, reading test scores were highly correlated with WRAT scores. So, scores from the Reading Test at Grade 2 and 5 can be used to help determine the severity of the reading disability.
