Objective To investigate differences between Han and Uyghur children in dyslexia prevalence and potential environmental risk factors as well as to provide diagnosis and treatment evidence for dyslexia children . Methods We used cluster sampling to recruit 2 854 students in grades 3~6 from five Uyghur -Chinese bilingual primary schools in Xinjiang province .The children with dyslexia were selected step by step according to the defini‐tion of ICD-10 and DSM -IV .The children with DD and children without DD were selected and compared by 1∶1 of the same class ,ages and genders .Then single factor analysis and logistic regression analysis were used to as‐sess children'environmental risk factors .Results In total ,2 438 effective quostionnaires have been got .The difference between Han (3 .89% ) and Uyghur (7 .05% ) dyslexia prevalence was statistically significant .The factor analysis revealed that educational grades ,family income ,father's and mother's occupations ,and their education levels as well as some home literacy environmental factors were significantly different for the two groups of children with dyslexia (P<0 .05) .Conclusion The prevalence of dyslexia was high in both groups ,and especially for Uyghur children . Some environmental factors may be responsible for the differences noted ,especially for the occupation of mother .

Objective: To characterize visual attention span in children with developmental dyslexia in Xinjiang and to explore the effects of action video game training on visual attention span,and to provide a reference for improving the visual attention span of children with dyslexia. Methods: Students from grade 3 to 5 in primary schools of Xinjiang were selected by using random clustering sampling method from July to November 2020,a total of 120 developmental dyslexia group (Group-DD), chronological age matched group (Group-CA) and reading level matched group (Group-RL) were selected and compared with visual attention spans, action video games were used to conduct intervention training for DD children, variance analysis was used to study the variation of visual attention span. Results: The accuracy and discrimination index of Group-DD (0.68±0.10, 1.21±0.87) were lower than those of Group-CA (0.77±0.99, 1.80±0.83) and Group-RL (0.71±0.11, 1.50±0.75) ( F =21.26, 15.19, P <0.05);there was no significant difference in reaction time among the three groups( P >0.05). There were statistically significant differences in the accuracy of visual attention span (0.63±0.12, 0.71±0.11,0.70±0.10), response time (760.51±185.83, 782.74±149.20, 857.27± 155.44 ), and discrimination (0.84±0.81, 1.51±0.19, 1.29±0.10) among children of different grades ( F =6.37，3.81，3.16， P < 0.05 ). After 12 hours of action video game training, the accuracy and discrimination of Group-DD intervention group (0.74±0.10, 1.53±0.88) were higher than those of Group DD control group (0.68±0.14, 1.06±0.97)( P <0.05), and there was no significant difference between Group DD intervention group and Group RL (0.76±0.12, 1.73±0.71) ( P >0.05), but there was statistical difference between Group DD intervention group and Group-CA (0.81±0.94, 2.17±0.79) ( P <0.05). Conclusion Children with dyslexia have deficits in visual attention span, with grade difference. Action video game intervention can improve visual attention span ability of developmental dyslexia children to some extent.

Abstract The possible mechanisms of developmental dyslexia mainly include the hypothesis of language framework and the hypothesis of non-verbal framework. The language framework assumes that people with developmental dyslexia may exhibit defects in phonetic awareness, rapid naming, phonetic memory, and orthographic processing. Studies of developmental dyslexia in Chinese have found that deficiencies in orthography may be an important cause of dyslexia, but there are diverse views and opinions regarding orthography processing. This article sorts out the research progress in behavioral and neuroimaging aspects of orthography studies, and provides references for further development of processing test materials and methods in the research of processing mechanism of developmental dyslexia orthography.

Objective: To investigate the characteristics of visual motor integration in children with developmental dyslexia and ADHD, and to provide a reference for the diagnosis and treatment of these children. Methods: During July to November of 2020，students from grade 3 to grade 5 of 7 primary schools in Xinjiang were selected by using random cluster sampling method. A total of 56 dyslexia group (group DD), attention deficit hyperactivity disorder group (group ADHD), comorbidity group and normal control group were selected and compared the differences of their visual motor integration ability and related factors ability. Multiple linear regression analysis was used to explore the predictive effects of related factors on visual motor integration ability. Results: The scores of visual integration ability and visual perception in comorbidity group (95.05±14.01, 12.71±7.40) were lower than those in DD group (104.77±17.19，23.04±11.48), ADHD group (104.00±14.11，25.70±10.74) and normal control group (129.80±12.91, 44.05±16.56) ( F/Z =58.24,110.49, P <0.05). The visual working memory score of the comorbidity group ( 73.64 ±5.36) was lower than the normal control group (78.96±4.68) ( P <0.05)，and there was no significant difference between the DD group (74.48±7.06) and the ADHD group (75.98±7.36) ( P >0.05). The results of multiple regression showed that visual perception, age, IQ and visual working memory were associated with visual and motor integration ability of dyslexia children with ADHD ( R 2=0.32，0.17，0.11， 0.04 ， P <0.05). Conclusion Visual motor integration and visual perception among children with DD combined ADHD are more severely impaired than those with ADHD and DD alone. Visual perception, age, IQ and visual working memory could help predict the development of visual and motor integration ability in children with DD combined ADHD.

Objective: To understand the relationship between emotional behavior and literacy of primary school students, and to provide evidence for improving the literacy of primary school students. Methods: A total of 3 710 students in grade 2 to 3 from three schools in Xinjiang were selected by random cluster sampling method, and were investigated with the Literacy Scale for Primary School Students and the Strengths and Difficulties Scale. Results: The average literacy of the second and third grade students( 947.85 ±335.93，1 519.45±509.88) were lower than the Shanghai literacy norm(1 414, 2 135), and the differences were statistically significant ( t =-62.15, -49.84, P <0.01). The abnormal detection rates of emotional behavior were peer communication problems (12.40%), prosocial behavior (12.02%), hyperactivity (11.59%), conduct problems (10.49%) and emotional problems (5.88%). Emotional symptoms ( r =-0.19), conduct problems ( r =-0.29), hyperactivity attention deficit ( r =-0.27), peer communication problems( r =-0.24) were negatively correlated with literacy scores( P <0.01). Regression analysis showed that peer interaction problems ( β =-24.45), hyperactivity problems ( β =-42.04) and conduct problems ( β =-50.73) had negative predictive effects on literacy ( R 2=0.12)( P <0.01). Conclusion Peer interaction problems, hyperactivity problems and conduct problems are moderately related to the literacy of primary school students.In the process of teaching, teachers should combine the psychological characteristics of students, adopt the teaching strategy of combining centralized literacy with written literacy, pay attention to the cultivation of literacy ability.

Objective:To analyze the influencing factors of attention deficit hyperactivity disorder (ADHD) in children and construct a Nomogram prediction model.Methods:A total of 5 409 children aged 7 to 16 from 5 schools in Xinjiang were investigated by using SNAP-Ⅳ assessment scale and influencing factors questionnaire.Least absolute shrinkage and selection operator (LASSO) regression and multivariate Logistic regression were used to analyze and investigate the influencing factors of ADHD in children, and then Nomogram prediction model was established. Results:(1)The detection rate of ADHD was 7.3%.(2) The LASSO- Logistic regression model showed that the history of febrile convulsions ( OR=5.97, 95% CI: 3.52-9.86), the history of epilepsy disease ( OR=11.86, 95% CI: 7.83-17.89), the history of head trauma disease ( OR=10.0, 95% CI: 7.27-13.71), mother′s delivery method ( OR=2.53, 95% CI: 1.99-3.23), mother′s education level ( OR=2.26, 95% CI: 1.45-3.67), mother′s smoking more than 1 year ( OR=12.65, 95% CI: 8.30-19.34), whether the family environment is quiet ( OR=1.27, 95% CI: 1.00-1.63), and the education method of beating and scolding ( OR=3.05, 95% CI: 2.13-4.31) was an indepen-dent risk factor for children with ADHD; (3)The Nomogram prediction model was built and verified by Bootstrap for 1 000 samples.The C-index was 0.81(95% CI: 0.78-0.83), suggesting that the Nomogram prediction model has good prediction ability, accuracy, and distinction.Decision curve analysis (DCA) of the clinical decision curve suggested that patients with Nomogram model with a predictive probability threshold greater than 0.2 had a higher clinical net benefit. Conclusions:The detection rate of ADHD was 7.3%, which was higher than the national average.The Nomogram prediction model drawn here can provide individualized ADHD risk predictions for children based on the history of hyperthermia, epilepsy, and head trauma, maternal mode of childbirth, maternal education level, maternal education level, maternal smoking for more than 1 year, quiet family environment, and scolding education methods.

Objective: To explore the characteristics of executive function of developmental dyslexic children and the relationship with social adaptability, in order to provide a scientific basis for promoting healthy development of developmental dyslexic children. Methods: From June to September 2023, 85 students in the developmental dyslexia group, 85 students in the biological agematched group and 85 students in the reading levelmatched group were selected from the third to sixth grades of two elementary school in a region of Xinjiang by cluster random sampling method. Their executive function was assessed by the Stroop procedure, the 2-back procedure and the numerical conversion procedure, respectively, and their social adaptive ability was assessed by the Social Adaptation Scale for Children and Adolescents. An analysis of variance (ANOVA) was used to compare the differences in executive function and social adjustment among the three groups, and Pearsons correlation was used to analyze the relationship between executive function and social adjustment in developmental dyslexic children. Results: Children in the developmental dyslexia group had lower correctness on the Stroop colorword task (0.72±0.21), the 2-back task (0.32±0.13), the digitswitching task (0.54±0.16) and the total score of social adjustment (165.39±31.36) than children in the biological agematched (0.80±0.19,0.38±0.11,0.61±0.15,181.71±31.85) and reading levelmatched group (0.79±0.17,0.35±0.07,0.58±0.15,175.71±27.48) (F=4.54,5.05,4.97,6.31,P<0.01). The inhibition (Stroop colorword task correct rate) and conversion subcomponent (digitswitching task correct rate) of the executive function of children in the developmental dyslexia group were both positively correlated with their social adaptive ability (r=0.34,0.43), and the refreshing subcomponent of the executive function (2-back task correct rate) was negatively correlated with their social adaptive ability (r=-0.27) (P<0.05). Conclusions Children with developmental dyslexia have executive function deficits and social maladjustment, and their executive function is related to social adjustment. Measures should be taken to improve the executive function of developmental dyslexic children and to improve their social adaptation.

Objective: To explore the relationship between parenting style and emotional behavior problems in children with development dyslexia (DD), so as to provide reference for family support and intervention measures. Methods: From June to September 2023, 201 children in DD group and typically developing matched by age and sex were selected from the students in grades 3-6 of 4 primary schools in a district of Xinjiang by random cluster sampling method. The Childrens Version of the Parenting Style Scale and the Strength and Difficulty Scale were administered, and the occurrence of childrens emotional behavior problems and parentingstyles in the two groups were compared by Chisquare test and Wicoxon rank sum test. The correlation between parents parenting styles and childrens emotional behavior problems was analyzed by generalized linear regression. Results: The detection rates of emotional behavior problems were 45.77% in DD group and 15.42% in normal control children group. The differences in parenting styles between fathers and mothers of the DD group and the normal control group were statistically significant in terms of emotional warmth, parenting anxiety, and overprotection (Z=4.02, 29.03; 4.94, 26.32; 23.47, 5.30, P<0.05). Generalized linear regression analysis showed that father affective warmth was positively correlated with emotional symptoms, hyperactivity, peer interaction problems and prosocial behaviors (β=0.08, 0.05, 0.05, 0.09, P<0.05). The emotional warmth of mothers in DD group was negatively correlated with emotional symptoms, conduct problems, hyperactivity and peer interaction problems (β=-0.18, -0.08, -0.07, -0.08, P<0.05). Conclusions Parenting style is an important factor affecting the emotional behavior problems of DD children. Improving parenting style can reduce the occurrence of emotional behavior problems of DD children.