Training Emotional Intelligence to Promote the English Reading Performance of Learners With Dyslexia Risk in China

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL

Dyslexia Pub Date : 2025-05-08 DOI:10.1002/dys.70008

Zonglin Dai, Yan Zhang, Chunlin Yao

{"title":"Training Emotional Intelligence to Promote the English Reading Performance of Learners With Dyslexia Risk in China","authors":"Zonglin Dai, Yan Zhang, Chunlin Yao","doi":"10.1002/dys.70008","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>The study examined the effects of an emotional intelligence training programme on improving the English reading performance of university students with dyslexia risk in China. It is an experimental study with mixed-research methods. A total of 61 students with dyslexia risk were selected as an experimental group and a control group. The two groups were taught by the same English teacher using the same method. In addition, learners in the experimental group received emotional intelligence training. After 21 weeks, the research team investigated learners' English reading performance and emotional intelligence. The analysis results revealed that the mean scores for emotional intelligence (67.00 vs. 63.77, <i>p</i> = 0.004 < 0.01, Cohen's d = 0.764, medium effect) and English reading performance (86.97 vs. 84.55, <i>p</i> = 0.002 < 0.01, Cohen's d = 0.832, large effect) in the experimental group were significantly higher than those in the control group. The study uncovered that an English training programme embedded with an emotional intelligence training program promotes the English reading performance of learners with dyslexia risk significantly higher than a pure English training programme, and training EI is a potential way to improve the English reading performance of learners with dyslexia risk.</p>\n </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.70008","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

The study examined the effects of an emotional intelligence training programme on improving the English reading performance of university students with dyslexia risk in China. It is an experimental study with mixed-research methods. A total of 61 students with dyslexia risk were selected as an experimental group and a control group. The two groups were taught by the same English teacher using the same method. In addition, learners in the experimental group received emotional intelligence training. After 21 weeks, the research team investigated learners' English reading performance and emotional intelligence. The analysis results revealed that the mean scores for emotional intelligence (67.00 vs. 63.77, p = 0.004 < 0.01, Cohen's d = 0.764, medium effect) and English reading performance (86.97 vs. 84.55, p = 0.002 < 0.01, Cohen's d = 0.832, large effect) in the experimental group were significantly higher than those in the control group. The study uncovered that an English training programme embedded with an emotional intelligence training program promotes the English reading performance of learners with dyslexia risk significantly higher than a pure English training programme, and training EI is a potential way to improve the English reading performance of learners with dyslexia risk.

查看原文本刊更多论文

培养情绪智力以提高中国有阅读障碍风险的学习者的英语阅读成绩

该研究考察了情绪智力训练项目对提高中国有阅读障碍风险的大学生英语阅读成绩的影响。这是一项采用混合研究方法的实验性研究。选取61名有阅读障碍风险的学生作为实验组和对照组。两组由同一位英语老师用相同的方法进行教学。此外，实验组的学习者还接受了情商训练。21周后，研究小组调查了学习者的英语阅读表现和情商。分析结果显示，实验组的情绪智力平均分（67.00比63.77,p = 0.004 < 0.01, Cohen’s d = 0.764，中等效应）和英语阅读成绩（86.97比84.55,p = 0.002 < 0.01, Cohen’s d = 0.832，大效应）显著高于对照组。研究发现，与单纯的英语训练项目相比，嵌入情绪智力训练项目的英语训练项目对有阅读障碍风险的学习者的英语阅读成绩的促进作用显著提高，而情商训练是提高有阅读障碍风险的学习者英语阅读成绩的一种潜在途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Dyslexia Multiple-

CiteScore

3.90

自引率

9.10%

发文量

期刊介绍： DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine