Abstract As a common neurodevelopmental disorder, dyslexia causes a series of adverse outcomes throughout the lifespan, while the public is less aware to it. This review aims to provide experiences for completing domestic policies, as well as to improve the understanding of dyslexia of the public in China by introducing some public health policies, interventions, and special service organizations and the associations related to dyslexia domestic and overseas. The information discussed in this article may serve as a useful model developing or revising policies or guidelines for meeting the needs of children with dyslexia.

Objective: To examine the Quality of life among school-aged children with dyslexia in target city and to provide scientific evidence for improving the quality of life of children with dyslexia. Methods: By using cluster sampling,students from grade 3 to grade 6 from 6 primary schools in a middle-sized were selected and administered with questionnaire survey. According to the criteria of dyslexia, dyslexic children and non-dyslexic children were identified and the difference of the Quality of Life was compared. Results: Totally 3 673 children were collected, and 119 of them were identified as dyslexia(3.24%).The prevalence of dyslexia differed by gender,grades,educational level of parents(χ2=24.77,11.75,18.50,9.79,P<0.05). The Quality of Life which below the average proportion accounted for 30.3% of dyslexic children and 16.7% of normal children. Quality of life scored signiticantly different between dyslexic children and non-dyslexia children, including psychosocial functioning domain(134.54±30.88)(143.49±32.53), physical and mental health domain(2.71±0.84)(2.92±0.81) vs (2.83±0.90)(3.06±0.87), the living satisfaction domain(2.95±0.87)(3.14±0.87)(t=-6.09，-5.48，-5.44，-4.50，P<0.01),with dyslexic group significantly lower than that of non-dyslexic group. Conclusion The Quality of Life of Dyslexic children was in a poor condition.

Objective: To investigate the association between the learning and living style with developmental dyslexia in school-aged children. Methods: Using stratified cluster sampling, a total of 11 668 schoolaged children (grade 2 to 6) in the cities of Wuhan, Hangzhou and Jining were selected to participate in this programme from April 2017 to April 2018. The investigation tools combined the questionnaire on associated factors for reading ability, Dyslexia Checklist for Chinese Children and Pupil Rating Scale Revised Screening for Learning. Results: Pupils with more than 20 minutes of exercise each day (OR=0.43-0.64) and at least 1-2 times per week (OR=0.34-0.48) had a lower risk of dyslexia. The association was observed between going to the library more than 1-2 times per semester (OR=0.41-0.62) and the decrease risk of dyslexia. Lacking active learning (OR=7.76, 95%CI=4.71-12.78), scheduled reading time (OR=2.55, 95%CI=2.01-3.23) and extracurricular training classes (OR=1.62, 95%CI=1.27-2.07) were positively associated with dyslexia. There was no significant difference in screen time duration between dyslexic and non-dyslexic children. Using electronic devices for learning was associated with decreased risk of dyslexia (OR=0.47, 95%CI=0.33-0.67), while playing video games was correlated with increased risk of dyslexia (OR=1.67, 95%CI=1.16-2.41). Conclusion Physical exercise, good study habits and using the electronic products in a proper way could reduce the risk of dyslexia to a certain extent. Parents and teachers should guide the school-aged children to develop a good learning and living style.