阅读是儿童获取知识的主要途径之一，阅读障碍儿童却在进行阅读活动时面临诸多困难，存在难以快速识别字词和流利阅读等问题。与西方拼音文字阅读障碍干预方法相比，针对汉语阅读障碍儿童进行的干预研究较为缺乏，而且国内的干预机制尚不完善，更加阻碍了阅读障碍儿童的学业发展。如何借鉴国外的先进理念及研究成果、结合汉语文字本身的特点，探索更为有效的本土化干预方法，使阅读障碍儿童在语言方面获得更好的发展，对我国阅读障碍儿童的成长具有重要意义。 目前，经颅直流电刺激(tDCS)作为一种新兴的神经调控技术，已被逐渐用于提高阅读障碍儿童的阅读能力。为探索针对阅读障碍儿童的有效干预手段，本研究以两名阅读障碍儿童为研究对象，采用识字教学结合tDCS的干预方法，以语言特异性假设为理论基础，了解儿童的语言发展特点和核心缺陷，通过长期的观察和详细的评估，发现两名儿童均在正字法加工方面存在较大问题，因而研究者设计出一套汉字字源识字教学方案，重点改善儿童的正字法加工技能，并以此提高阅读流畅性。干预过程采用前后测准实验设计，共分三个阶段，每个阶段干预6次，共计18次。字源识字教学贯穿三个阶段始终，tDCS的干预设计如下：第一阶段采用虚假刺激；第二阶段施加真实刺激，选定脑区是与语言加工紧密相关的颞顶区域；第三阶段同样施加真实刺激，选定脑区是与运动技能相关的中央中线区域。干预每周三到四次，每次20分钟。干预前后结合功能性磁共振成像(fMRI)技术了解两名阅读障碍儿童的脑激活水平。同时，在每一干预阶段前后对儿童的相关阅读技能做标准化评估，了解其阅读能力的变化。此外，研究者通过访谈家长和相关教师了解本研究的社会效度。 研究结果为：（1）字源识字教学干预难以提高正字法缺陷型阅读障碍儿童的正字法意识和阅读流畅性，却可以显著提升全缺陷型阅读障碍儿童的正字法意识和阅读流畅性。（2）字源识字教学结合经颅直流电刺激的干预方法不仅提高了阅读障碍儿童的正字法意识和阅读流畅性，而且也增强了阅读障碍儿童相关脑区的激活水平。（3）干预过程及结果表现出良好的社会效度，并且帮助阅读障碍儿童重新树立了学习的自信。总之，本研究证明了教学结合tDCS的干预方法对阅读障碍儿童有显著提升效果，能够为汉语阅读障碍儿童的干预研究与实践提供积极的经验和启示。

Reading is one of the major techniques for children to acquire knowledge. Children with dyslexia experience difficulties in reading activities, and it is difficult to quickly identify words and to read fluently. However, compared with the intervention method for dyslexia in Western countries, the interventional studies on Chinese dyslexia children are relatively lacking, and the domestic intervention system is still insufficient, which further hinders the academic development of children with dyslexia. How to use advanced ideas and research abroad and combine with the characteristics of Chinese characters to explore effective localized intervention methods, is the main goal of this study, so that children with dyslexia could achieve better language recognition and development, which is of great significance to of Chinese children with dyslexia. Currently, transcranial direct current stimulation (tDCS) as a new neuromodulation technology has been gradually used to improve the reading ability of children with dyslexia. To explore effective intervention methods for children with dyslexia. This study selected two children with dyslexia as the research subjects, using literacy teaching combined with tDCS intervention methods, and using language-specific hypotheses as the theoretical basis to analyze the characteristics and core deficits of two children’s language development. Through long-term observations and detailed assessments, it was found that two children had major problems in orthographic processing. Therefore, this study designed a set of Chinese character etymology literacy teaching programs, focusing on improving the children’s orthographic awareness and reading fluency. The quasi-experimental design of before-after-design was utilized. The intervention sessions were divided into three stages, each stage including 6 sessions with a total of 18 sessions. Each participant underwent 3 to 4 sessions per week (20 minutes per session). In the use of tDCS, this study used sham stimulation in the first stage, real stimulation in the second stage, and the selected brain area was parie-totemporal area closely related to language processing. The third stage also applied real stimulation, and the selected brain area was in the central zero area associated with motor skills. Before and after intervention, combined with functional magnetic resonance imaging (fMRI) technology to understand the level of brain activation in two children with dyslexia. At the same time, children’s related reading skills were standardized assessed before and after each intervention stage to understand their reading ability changes. In addition, this study interviewed parents and related teachers to understand the social validity of the research. Results indicated that: (1) Etymology literacy teaching is difficult to improve the orthographic awareness and reading fluency of children with dyslexia in orthographic deficit subtype, but it can significantly improve the orthographic awareness and reading fluency of children with dyslexia in global deficit subtype. (2) The combination of etymology literacy teaching and transcranial direct current stimulation not only improves the orthographic awareness and reading fluency of children with dyslexia in different subtypes, but also enhances their activation level of brain regions. (3) The intervention process and results showed good social validity and helped children regain confidence in learning. In sum, the combination of literacy teaching and tDCS demonstrated effectiveness in improving reading skills of children with dyslexia, which could provide positive reference and enlightenment to the intervention practice for children with dyslexia and classroom teaching in Chinese primary schools.