What we usually see is "barrier-free" reading of English articles, "barrier-free" reading of classical Chinese and "barrier-free" reading of French articles.

The "barrier-free" reading requirements for English articles are as follows:

1, with a certain vocabulary accumulation. Vocabulary is the key to reading. Whether it is a simple and simple article or a profound and professional paper, it is composed of words. If the vocabulary is not enough, it is difficult to understand the article. So we must have enough vocabulary accumulation. When accumulating vocabulary, in addition to correct pronunciation, common words should also master their spelling methods.

2. Master basic grammar knowledge. When learning Chinese, you can form reasonable and appropriate sentences by feeling without learning grammar knowledge. That's because we use Chinese every day and unconsciously internalize basic grammar knowledge into our knowledge system. However, when learning English, especially in the early stage of English learning, we must master grammar knowledge, so that our vocabulary can reasonably form sentences that conform to the rules.

3, reading must be large. Many people argue that the last way to learn a language is reading, which makes sense. Through reading, we can understand the cultural background, application methods, history and humanities of the language, so as to better understand the language, and in reading, it can promote the accumulation of vocabulary and the use of grammar, which can be described as killing two birds with one stone, so we must read a lot.

Dyslexia shows the disadvantages of oral reading:

When reading aloud, words are omitted, added, mispronounced, mispronounced or replaced, resulting in slow reading speed, long pause time or incorrect segmentation. Reading comprehension is also flawed. Can't recall what you read, can't draw conclusions or reasoning from the materials you read, can't answer questions in special stories with common sense, and can't use the information in stories.

In the Chinese system, dyslexia is also manifested as: mispronouncing tones, mispronouncing sounds with similar structures (such as "tweezers" and "shooting"), mispronouncing polyphonic words, and mispronouncing one of the two words. Some children with dyslexia can also show certain language defects and cognitive dysfunction before entering school.