Research Journal

APJDD Vol 13 No 2 (July 2026)

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Editor-in-Chief Comments

Editorial Comment

Angela Fawcett – Editor-in-Chief

Welcome to the latest edition of the Asia Pacific Journal of Developmental Differences (APJDD), which has been published by the Dyslexia Association of Singapore (DAS) for the last 12 years.  As Editor-in-Chief of the journal. I am particularly proud of the diversity of material presented here for publication, ranging from controlled studies with full details available for replication, and including a number of mixed-measure studies,  to a rich body of research presented at the very successful 2026 Unite SpLD conference, with a main theme of the impact of AI on SEND.  I would like to thank our guest editors for their contribution to previous issues of the journal.

 

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Effects of Envelope Enhancement and Phonics Training on Phoneme Categorisation in Bilingual Preschoolers at Risk for Dyslexia in Singapore

Mellisa Chin2*, Thirishankari Aruthanan1 and Beth Ann O’Brien1*

  1. National Institute of Education, Nanyang Technological University, Singapore
  2. Taylor’s University, Malaysia

Abstract

Developmental dyslexia is linked to atypical auditory temporal processing and impaired speech perception. While traditional phonics-based programs are standard for supporting literacy, such instruction often fails to address the underlying perceptual vulnerabilities that contribute to phonological deficits. Envelope Enhancement (EE) is an acoustic modification that amplifies speech onset cues. By reinforcing the rhythmic structure of speech, EE functions as an auditory scaffold for at-risk learners. This 12-week study examined how combined auditory and phonics training affects auditory processing skills in Singaporean bilingual preschoolers at risk for dyslexia. 53 bilingual children aged 5–6 years were assigned to three groups: (1) a phonics-based training group with envelope-enhanced stories (GGEE; n = 18), (2) a phonics-based training group with non-enhanced stories (GGNE; n = 18), and (3) a control group that engaged in a non-phonics control game paired with non-enhanced stories (CGNE; n = 17). The “CROWN” phonemic categorisation task revealed that while perceptual crossover points (phoneme boundaries) remained consistent across groups, the GGEE group exhibited significantly steeper identification slopes at both the post-test and the delayed post-test compared to the GGNE and CGNE groups. These results indicate that the intervention led to a sustained increase in perceptual precision and a reduction in phonetic ambiguity. Such evidence suggests that integrating EE with phonics-based early intervention strengthens auditory mechanisms underlying phonological development. Theoretically, these perceptual gains could lead to improvements in phonological processing skills, but this will require longitudinal follow-up.

Keywords: envelope enhancement, phonics, dyslexia, auditory processing, reading intervention

 

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Twice-Exceptionality in Early Childhood Education: A Critical Synthesis of Conceptual and Empirical Literature

Geetha Shantha Ram1*

  1. Dyslexia Association of Singapore

Abstract

Twice-exceptionality (2e) refers to individuals who demonstrate high potential or giftedness alongside one or more disabilities, including specific learning disorders, attention-deficit/hyperactivity disorder, or autism spectrum disorder. While the coexistence of giftedness and disability is increasingly recognised, research on twice-exceptionality in early childhood education remains limited, particularly within Asian contexts. This paper presents a critical synthesis of conceptual and empirical literature on twice-exceptionality, with a specific focus on early childhood education. Drawing on theoretical developments in giftedness and learning disabilities, as well as empirical studies across key domains including identification, programming, teacher readiness, and parent partnerships, the review interrogates structural and epistemological tensions that contribute to the under-identification and under-support of twice-exceptional learners. The analysis demonstrates that definitional ambiguity, reliance on standardised assessment practices, and limited teacher preparedness reinforce deficit-oriented educational responses. The paper advances a systems-level perspective, arguing that meaningful progress requires alignment across conceptual frameworks, assessment practices, and pedagogical approaches. It concludes by calling for contextually grounded research and integrated models of practice to better support twice-exceptional learners in early childhood settings.

Keywords:  Twice-exceptionality; giftedness; learning disabilities; early childhood education; identification; teacher cognition, parent partnerships and educational systems.

 

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SEND: Are school-aged young people with dyslexia getting a fair deal in schools?

Neil Alexander-Passe1*and Georgina Nnamani2

  1. Capital City College-Angel; Department of Education; SEND Researcher & Author; UK
  2. Researcher, Manchester Institute of Education, University of Manchester

Abstract

Background:  Any dialogue regarding the education of school-aged young people with special educational needs and disabilities (SEND) needs to consider educational policy, school provision, and the effectiveness of the school system in promoting inclusive practice. Research suggests children with SEND, such as dyslexia, may be disadvantaged because of the challenges involved in accessing equitable provisions in mainstream schools.

Methods:  This paper draws on data from a doctoral study capturing school staff’s views on SEND policies and the promotion of dyslexia inclusion in mainstream schools. It employs an ‘insider and outsider’ methodology to analyse the feedback of 11 school staff and senior leaders from two mainstream secondary schools in England.

Findings:  Findings suggest negative perceptions of SEND provisions amongst school staff and leaders, due to staff workload and lack of training, leading to gaps in the understanding of quality first teaching (QFT) and inclusion. The finding also suggests that the needs of school-age young people with dyslexia are often deprioritised, compared to learners with other SEND needs.

Implications:  To ensure that young people with SEND get a fair deal in schools, school staff must be empowered to deliver inclusive learning, with adequate planning time and training to support this.

Keywords: Insider Research, Outsider Research, SEND, Dyslexia, UK Schools.

 

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Pre-Service English Teachers’ Knowledge and Beliefs about Dyslexia: Insights from Türkiye

Selin Cengiz Yeşil1 and Sevim Inal2*

  1. National Defence University, Türkiye
  2. Balıkesir University, Türkiye

Abstract

Dyslexia is one of the most common conditions that significantly affects learners’ academic achievement as well as their self-confidence. Its symptoms typically become more apparent when children start school. Regrettably, not every teacher is aware of the condition or is adequately equipped to support children who require effective guidance. This lack of awareness, and in some cases insufficient knowledge and practical experience, makes it even more critical for teachers to recognise their key role in supporting these students in the classroom. Teachers play a crucial role in providing such guidance and creating a supportive learning environment. This responsibility makes it essential for teachers to acquire the necessary knowledge and skills related to dyslexia. However, first identifying pre-service teachers’ knowledge, opinions, and practices concerning dyslexia will help determine the type of training and education that should be provided. Embracing the motto “the earlier, the better,” this study aims to explore the knowledge and awareness of dyslexia among pre-service English language teachers during their initial teacher education in Türkiye. Early identification, intervention, and diagnostic efforts are crucial in addressing the challenges associated with dyslexia. Therefore, this study investigates the opinions of 46 pre-service English language teachers regarding dyslexia. A scale consisting of 36 items and four open-ended questions was administered. A mixed-methods design was employed, integrating quantitative and qualitative approaches to provide a comprehensive understanding of participants’ knowledge and beliefs about developmental dyslexia. Descriptive statistics, including mean values and standard deviations, were used to identify participants’ knowledge and beliefs about dyslexia. The findings reveal that pre-service English language teachers lack sufficient knowledge and awareness to recognize the signs of dyslexia and are uncertain about how to support learners with dyslexia effectively. They also hold several misconceptions about the condition. Furthermore, the findings indicate that the current Special Education and Inclusivity course, offered in the fourth year of teacher education programs, does not adequately address pre-service teachers’ needs in supporting these learners. Therefore, it is essential to integrate compulsory courses on dyslexia into the teacher education curriculum, distributed across the final two years of the program (four semesters), to systematically develop pre-service teachers’ knowledge and professional competence in this area.

Keywords: developmental dyslexia, knowledge, beliefs, pre-service English language teachers

 

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Exploring the impact of ‘Calmed Classroom’ in Dyslexia Association of Singapore (DAS) Lessons from the students perspective

Vishnu s/o Ragunathan1*

1             Dyslexia Association of Singapore

Abstract

The research explores the impact that the ‘CalmEd Classroom’ component has on students with dyslexia at the Dyslexia Association of Singapore (DAS). The research focuses on how Mindfulness Based Interventions (MBIs) influence the involvement, motivation and investment in literacy learning. Dyslexic students experience frustration and stress when attempting literacy tasks due to the difficulties faced in working memory, processing phonics and confidence (Carroll & Iles, 2006; Humphrey & Mullins, 2002). Recognition of MBIs has increased due to growing evidence that they can support students’ emotional well-being and mental health, particularly by reducing stress, anxiety, and psychological distress (Dawson et al., 2020).Yet, research in the area is limited in exploring the perspective of the students with dyslexia.  The case study methodology was used, involving three students aged between 14 to 16 years old from the DAS Main Literacy Programme (DAS-MLP). The data collected included participant surveys and semi-structured interviews, which were analysed using the Braun and Clarke’s six-step framework. Five themes emerged from the analysis, a) Regulate emotionally b) Cognitive activation and learning support c) Reflective wrap-up and social insight d) Transferability and context limits e) Practical suggestions.  The findings showed that the participants valued the breathing exercises and mindfulness activities for enhancing focus and reducing stress. The participants also informed feeling a greater sense of readiness to participate in the literacy tasks. The discussions based on self-reflection encouraged a sense of belonging in the class and invoked empathy amongst the classmates. However, the MBIs had limitations in the form of monotonous routines, lack of clarity on how to apply the strategies outside the DAS classroom and time constraints to practice the techniques. But beyond these challenges, the study highlights how mindfulness based routines can help dyslexic students approach literacy with more calmness, resilience and engagement. The study ends on the note that while ‘CalmEd Classroom’ component is not a solution for all literacy concerns, the component provides a framework that combines emotional, cognitive and social aspects of learning. Research in the future should examine the effectiveness of the component in the long term, the adaptability across other contexts and the role of the DAS Educational Therapists (DAS-EdTs) in sustaining meaningful outcomes.

Keywords: Dyslexia, ‘CalmEd’ Classroom, Literacy learning, Emotional regulation, Cognitive engagement, Reflective practice, Student motivation, DAS Main Literacy Programme (DAS-MLP)

 

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Investigating the effects of inductive approach in teaching and learning of grammar for children with dyslexia: An Action Research

Tan Yee Ping Mariel1*

  1. Dyslexia Association of Singapore

Abstract

Grammar is essential in language, but effective teaching methods remain debated, and students with dyslexia often struggle with grammar concepts. This study examined the effectiveness of the inductive approach in teaching grammar to three students with dyslexia. An action research design was used, with the first cycle focusing on the past tense suffix ‘-ed’ and the second on irregular past tense verbs to address overgeneralisation. Data were collected through a pre-test, post-test and delayed post-test design and classroom observations. Findings showed improvement in grammar performance across both cycles. Four factors contributed to these gains: student engagement, collaborative learning, teacher scaffolding, and students as constructors of knowledge. These results suggest that the inductive approach is an effective learner-centred method for teaching grammar to students with dyslexia, and that teachers should integrate such strategies in professional practice and classroom instruction.

Keywords: dyslexia, grammar instruction, inductive learning, learner-centred teaching, action research

 

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UNITE 2026 - Conference Presentation Abstracts

Uniting Ideas in Teaching Excellence:

25 to 26 June 2026

The UNITE Conference brings together the village that supports those who learn differently. Educators, researchers, specialists, psychologists, allied health professionals, parents, and advocates come together to share ideas, research, and practical strategies that improve outcomes for individuals with Specific Learning Differences (SpLD) and other diverse learning needs.

UNITE 2026 showcases a diverse collection of presentations spanning identification and intervention, inclusive education, executive function, early childhood education, advocacy, educational technology, and current research in SpLD. The conference provides a platform for both established and emerging researchers to share evidence-based practice, innovative approaches, and real-world experiences that bridge research and classroom application.

 

This collection of abstracts represents the breadth of knowledge shared during the conference. Together, they reflect UNITE’s commitment to fostering collaboration, encouraging professional dialogue, and advancing teaching excellence in support of those who learn differently.

bit.ly/UNITE2026

 

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