Influence of After-School Tutoring on Reading Comprehension Skills of Chinese Primary School Students with Dyslexia: A Mixed-Methods Study

This study explores the influence of after-school tutoring on reading comprehension skills of students with dyslexia (DD) in grades 3–5 in China and its participating factors. Using a mixed-methods design, the quantitative data (GORT-4 reading test) of 50 public primary school students in Qingdao and their parents’ feedback were collected through questionnaires, supplemented by semi-structured interviews with eight parents for qualitative analysis. The findings are as follows: (1) Family socioeconomic status and parents’ awareness of DD are the key factors to participate in after-school counseling; (2) The students who participated in the after-school counseling performed significantly better in the GORT-4 comprehension test (P < 0.05); (3) Counseling makes up for the lack of classroom learning through personalized strategies (such as multi-sensory teaching and phonological awareness training), but parents’ psychological support is the core of successful intervention. The necessity of early targeted intervention was emphasized, and practical enlightenment was provided for the educational support system of DD students in China.

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