Training Emotional Intelligence to Promote the English Reading Performance of Learners With Dyslexia Risk in China.
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| Title: | Training Emotional Intelligence to Promote the English Reading Performance of Learners With Dyslexia Risk in China. |
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| Authors: | Dai, Zonglin (AUTHOR), Zhang, Yan (AUTHOR), Yao, Chunlin (AUTHOR) |
| Source: | Dyslexia (10769242). May2025, Vol. 31 Issue 2, p1-9. 9p. |
| Subjects: | Emotional intelligence, Experimental groups, Research teams, Dyslexia, Control groups |
| Geographic Terms: | China |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10769242 |
| DOI: | 10.1002/dys.70008 |
