Research at DAS

RESEARCH EXCELLENCE AT DAS

Advancing Learning for Students who Learn Differently

DAS, as an educational organisation dedicated to empowering children with dyslexia and other learning differences, recognises the crucial role of ongoing research in enhancing learning outcomes. Our commitment to academic excellence and the well-being of our students is at the heart of everything we do. At DAS, approximately 80% of our staff consists of Educational Therapists who actively participate in teaching, curriculum development, program creation, and the continuous improvement of instructional quality.

A Culture of Continuous Improvement

Education is an ever-evolving process, and we believe that it is our responsibility to continually refine and enhance the learning experience, especially for students with specific learning differences. Our mission is to ensure that every child makes the most of their educational journey.

The Role of Research

To achieve this mission, we understand that our curriculum, programmes, and lesson quality must be regularly reviewed and updated. This improvement is driven by the insights gained through rigorous research. While research can be a demanding process, the results are invaluable in helping our Educational Therapists better understand how to enrich the curriculum, programmes, and the quality of lessons we offer.

Sharing Knowledge with the World

The dedication and hard work of our Educational Therapists have not gone unnoticed. They have not only conducted research but also actively shared their findings at conferences, both locally and internationally. Our contributions have extended to the publication of articles in esteemed journals. DAS has conducted approximately 50 research studies, and our researchers have presented at around 20 conferences worldwide. We are also proud to have published 8 articles in the Asia Pacific Journal of Developmental Difficulties (APJDD).

A Remarkable Accomplishment

DAS takes great pride in our research efforts and that they have made a significant impact, both locally and globally, contributing to the well-being of students with dyslexia and other learning differences. We continue to strive for excellence in our research endeavours, working tirelessly to ensure that every child reaches their full potential.

Explore our research initiatives and join us on this journey of making a difference in the lives of dyslexic students. Together, we can create a brighter future through knowledge and education.

DAS Research committee consists of representatives from all areas of the DAS organisation.

RESEARCH AT DAS
DAS welcomes research proposals and collaborations from the public. Upon receipt of your request:

  • The Research Committee will revert with feedback 2 weeks after the Research Application form is received.
  • Following feedback, amendments may be required. The researcher is to come back with amendments 1-2 weeks from the feedback date.
  • If no further amendments are required, the committee will proceed to assist with recruiting groups requested for testing. This could take 1 -2 weeks.
  • The time taken for approval to be given could be between 6 – 8 weeks.

Please complete this form, if you wish to submit your research proposal to DAS.

If you have any queries, send them to [email protected]

Deadlines for the following Publications

PublicationIssueSubmission DeadlinePublication Delivery
Asia Pacific Journal of Developmental Differences (APJDD)January
July     
1 November
1 May
Freely available online January and June/July UNITE SpLD Conference
RETA ArticlesOngoingAnytimeOnline RETA BLOG Articles
DAS HandbookAnnual1 AugustPublished with Annual Report

ASIA PACIFIC JOURNAL OF DEVELOPMENTAL DIFFERENCES

The Asia Pacific Journal of Developmental Differences (APJDD) will be unique in addressing a range of special educational needs including dyslexia, autism, dyspraxia, dyscalculia, ADHD in the Asian context. The journal will cover theory into practice and will provide a showcase for research in the Asian context as well as highlighting research areas that have implications for further research within Asia and beyond.

This peer-reviewed journal published by the Dyslexia Association of Singapore will be unique in addressing a range of special educational needs including dyslexia, autism, dyspraxia, dyscalculia, and ADHD.

The journal will cover theory into practice and will provide a showcase for research in the Asian context as well as highlighting research areas that have implications for further research within Asia and beyond. 

Research reports, short reports, reviews of the area and applied perspectives will be considered for publication. Papers must be no more than 10,000 words and prepared according to APA format (version 7) and may include figures and tables as appropriate.

Primary consideration for publications will be given to manuscripts that are focused on developmental differences within the Asia Pacific region. Manuscripts will be peer-reviewed and included in the journal on the following criteria:

  • They contribute to the further understanding of developmental differences as well as the applications and implications in the educational, social and cultural environments.
  • They include sound research methods, interpretation and validity of results
  • They contain organised and clarity of writing
  • They contribute to the local Asian context
  • They should original papers that have not been submitted to other journals or publications.

Submission of articles to the journal:  ARTICLE SUBMISSION

EDITORIAL BOARD

Editor-in-Chief

Emeritus Professor Angela Fawcett

Professor Angela Fawcett, DAS Research Advisor, Emeritus professor at Swansea University, Honorary Professor, University of Sheffield. Former editor-in-chief of Dyslexia an international journal of research and practice, from 2004 -2010, and currently Executive Editor of that journal. Professor Angela Fawcett is a leading international researcher into dyslexia and other developmental disabilities, encompassing a range of theoretical and applied contributions to this field. Her approach is broad and interdisciplinary ranging from child and cognitive development to educational screening and intervention, as well as developmental cognitive neuroscience. She is the Vice President of the British Dyslexia Association and also the Former Chair and Director of the Centre for Child Research at Swansea University, UK.

Executive Editors

Professor John Everatt
University of Canterbury, New Zealand

John Everatt is a Professor of Education at the College of Education, University of Canterbury, New Zealand. He received a PhD from the University of Nottingham and has lectured on education and psychology programmes at universities in New Zealand and the UK. His research focuses on literacy acquisition and developmental differences, including work considering how literacy difficulties and dyslexia relate to aspects of language, behaviour and emotion.

Dr Geetha Shantha Ram
Dyslexia Association of Singapore
Director, SpLD Assessment Services, English Language and Literacy Division, Staff Professional Development, Registrar, Register of Educational Therapists (Asia) APJDD Associate Editor, Dyslexia Association of Singapore, DAS Academy Academic & Examination Board Member

Managing Editor

Deborah Hewes 

Deputy Director, Special Projects and Executive Publicity and Publications, Dyslexia Association of Singapore

Associate Editors
Retractions

The APJDD takes the issue of retractions very seriously, and the editor has conferred with the full editorial board in producing this statement.  In line with the requirements of major academic journals, the APJDD will continue to monitor publications for retractions.   No future citation will be permitted for articles that have been retracted and a correction will be issued if any such article is published in error. In the case of citations prior to retraction, no such correction will be issued, in line with the policy for other journals of this type.  Please contact the editor in the first instance if there are any concerns. COPE guidelines have been accessed in preparing this guidance.

Articles published in the APJDD should be original work that has not been published in this form elsewhere. In rare instances where previous publication has been made, this will be fully acknowledged. 
 
Scientific Review Committee
In common with a number of other academic journals, we are now setting up a scientific committee of reviewers to assist the editor and editorial board in the review process.  In forthcoming issues, a list of members recruited internationally will be presented, with a short bio for selected members published in each issue.
  • Dr Shaimaa Abdelsabour, Researcher and Teacher of English, Ministry of Education, Kuwait
  • Dr Neil Alexander-Passe, Head of AEN/SENCO (SEN Researcher and Author), Additional Educational Needs, East Barnet School, London
  • Dr Yousuf ALmurtaji, Lecturer, Public Authority for Applied Education & Training, Kuwait
  • Shakthi Bavani D/O Sathiasilan, Senior Educational Therapist & Specialised Educational Services Preschool Core Team Member, Dyslexia Association of Singapore
  • Dr Amanda Denston, Researcher, University of Canterbury, NZ 
  • Pei Yi Fong, Specialist Psychologist, Dyslexia Association of Singapore
  • Dr Janet Hoskin, Senior Lecturer Special Education, University of East London
  • Dr Kwok Fuyu, Postdoctoral Researcher, Macquarie University, NSW, Australia 
  • Pearlyn Kang, Senior Psychologist, Dyslexia Association of Singapore
  • Edmen Leong, Director, Specialised Educational Services, Dyslexia Association of Singapore
  • Shaian Lim Jia Min, Specialist Psychologist, Dyslexia Association of Singapore
  • Dr Emma Moore, Edinburgh University, Department of Music,
  • Ngooi Mun Yi Yvette, Specialist Psychologist, Dyslexia Association of Singapore
  • Sharyfah Nur Fitriya, Senior Educational Therapist & Educational Advisor, Dyslexia Association of Singapore
  • Suvarna Rekha, Consultant Psychologist at IIIT-H  and Moolchand Neurocenter, India
  • Dr Amir Sadeghi, Assistant Professor for the Department of English Language Teaching, Islamic Azad University, Damavand Branch in Iran & Adjunct Researcher for the Language and Literacy Research Lab, University of Canterbury, New Zealand
  • Ami Sambai,  Assistant Professor, University of Tsukuba
  • Dr Priscillia Shen, Assistant Head, DAS Academy
  • Dr June Siew, Head of DAS Academy
  • See Hui Zi Emilyn, Senior Educational Therapist, Dyslexia Association of Singapore
  • Dr Pawadee Srisang, Lecturer, Science and Arts, Burapha University, Chantaburi campus, Thailand
  • Dr Thomas Wilcockson, Lecturer, Loughborough University

Overview

The Asia Pacific Journal of Developmental Differences (APJDD) will be unique in addressing a range of special educational needs including dyslexia, autism, dyspraxia, dyscalculia, ADHD in the Asian context. The journal will cover theory into practice and will provide a showcase for research in the Asian context as well as highlighting research areas that have implications for further research within Asia and beyond.

Frequency Of Journal

The Journal will be published twice a year in January and July.

Contributions Considered For The Journal

Primary consideration for publications will be given to manuscripts that are focused on developmental differences within the Asia Pacific region. Manuscripts will be peer-reviewed and included in the journal on the following criteria:

  • They contribute to the further understanding of developmental differences as well as the applications and implications in the educational, social and cultural environments.
  • They include sound research methods, interpretation and validity of results
  • They contain organised and clarity of writing
  • They contribute to the local Asian context
  • They should be original papers that have not been submitted to other journals or publications.

Submissions Of Manuscripts

All manuscripts are to be sent in electronic copy (MS WORD) as well as a PDF copy of the final edited document. A PDF copy is required to verify the word copy and for publishing purposes, this will ensure that the integrity of fonts, graphs and diagrams are represented correctly when published. There is no need to submit hard copies of manuscripts.

Submissions are to be made by this link: ARTICLE SUBMISSION

Preparation Of Manuscripts

It is expected that all manuscripts be submitted using the American Psychological Association (APA) standard of referencing and publication. APA style is detailed in the Publication Manual of the American Psychological Association (7th ed), which offers sound guidance for writing with clarity, conciseness and simplicity. Authors should follow the APA style in the preparation of their manuscripts.

DAS researchers attend overseas conferences every year to share and learn about current research in the field of dyslexia.  View Posters presented at each conference. These studies are also published in our journals and handbooks which can be downloaded for free.

View Full List of Past Research 2016 to 2024 (PDF)

Dyslexia Association of Singapore - List of Research 2023 to 2024

YearResearcher/sResearch TitlePosterOralPublication

2024

Shen Peixin Priscillia

An investigation on cognitive-linguistic skills of English-Chinese bilingual learners with and with- out dyslexia in Singapore

Society for the Scientific Study of Reading 2024

-

-

2024

Leong Xin Min Scarlet

Dyscalculia: What it is and How to assess it

-

Inaugural Developmental Paediatrics Conference 2024

-

2024

Shakthi Bavani Sathiasilan & Yiyao Weng

Investigating the impact of an early literacy programme in Singapore for preschoolers aged 5 and 6 years old

-

Inaugural Developmental Paediatrics Conference 2024

-

2024

Premadevi d/o Perumal & Charis Chiong Zi Qi

Teaching speech-writing and presentation skills to dyslexia and struggling learners: Through the teacher's lens

-

RELC

-

2024

Hani Zohra Bte Muhamad

Struggling Learners – Who are they and how do they learn?: A case study

-

RELC

2024

Tuty Elfira Bte Abdul Razak & Joanne Tan Shi Huey

Efficacy of teaching practices in online English comprehension lessons for learners with Specific Learning Differences (SpLD) : A qualitative analysis

-

RELC

-

2024

Sharyfah Nur Fitriya

Enhancing Engagement and Literacy Skills in Dyslexic Learners

-

AUSPELD

-

2024

Premadevi d/o Perumal & Charis Chiong Zi Qi

Executive functioning, study skills, and dyslexia - Examining the effectiveness of an online programme for upper secondary and post-secondary students

-

AUSPELD

-

2023

Catherine Ni Chunhong

Orthographic awareness and its relationship to Chinese word reading and spelling in young bilingual readers with dyslexia in Singapore

-

The NIE Graduate Student Conference 2023

-

2023

Soofrina Mubarak

Differentiated Instruction in the Digital Age

-

EduTech Asia

-

2023

Serena Tan Abdullah & Dr Geetha Shantha Ram

Executive functioning, study skills, and dyslexia - Examining the effectiveness of an online programme for upper secondary and post-secondary students

IDA

-

-

2023

Dr Siew Hui Li June & Shen Peixin Priscillia

Supporting at-risk readers in the preschool classroom

-

ECDA

-

2023

Liu Hai Feng & Ong Yun Mei

The impact of Orton Gillingham Approach on students with dyslexia in the Chinese Secondary 3 Trial Programme

-

7th international conference on Teaching and Learning Chinese Language as second Language

-

2023

Catherine Ni Chunhong & Loo Chien Ling

Orthographic awareness and its relationship to Chinese word reading and spelling in young bilingual readers with dyslexia in Singapore

-

7th international conference on Teaching and Learning Chinese Language as second Language

-

2023

Hamadatun Najwa bte Yusuf Wahbi

Dyslexia in the Malay Language in Singapore

-

-

APJDD Vol 10 No.2

2023

Amrit Kaur Gill

Drama Approaches to Enhance Communication Skills in Children with Special Educational Needs (SEN)

-

-

APJDD Vol 10 No.2

2023

Suthasha Kelly Bijay & Shakthi Bavani d/o Sathiasilan

Effectiveness of incorporating a structured e-books programme to improve the outcomes for early struggling readers

-

-

APJDD Vol 10 No.2

2023

Madinah BegumSujatha Nair

Understanding Bullying Experiences among SEN Students: A Parental Perspective

-

-

APJDD Vol 10 No.2

2023

Leong Mingjian Edmen

Examining the Reading Motivation of Dyslexic Adolescent Readers

-

Society for the Scientific Study of Reading 2023

-

2023

Siti Mariam Daud & Rebecca Shalinah

English Language Learning in a Virtual Classroom

-

RELC

-

2023

Serena Tan Abdullah & Rosalyn Wee

Effectiveness of an e-learning and online learning model that delivers executive functioning and study skills curriculum to upper secondary and tertiary students with specific learning differences

-

RELC

-

2023

Jacklyn Tso, Rahayu Rahiman & Raihana Mohd Hashim

Snippet into DAS Preschool classroom: Building phonological awareness

-

Preschool Seminar

-

2023

Kathleen Chan 

Anxiety in Young Children

-

Preschool Seminar

-

2023

Dr June Siew & Priscillia Shen 

What can teachers do for pre-schoolers who show early signs of difficulty?

Preschool Seminar

-

2023

Geetha Shantha Ram

The Promise of an Education

Madras Dyslexia Association National Symposium 2023

-

2023

Soofrina Binte Mubarak

Identifying Training Needs in Using Educational Technology: a New Integrated Model

-

-

APJDD Vol 10 No.1

2023

Stephanie OngNithyashree Murthy & Soofrina Binte Mubarak

Examining the Applications of Educational Technologies in Teaching and Learning Practices in a specialist intervention setting

-

-

APJDD Vol 10 No.1

2023

Rosalyn Wee & Serena Tan Abdullah

Executive functioning, study skills, and dyslexia – Examining the effectiveness of an online programme for upper secondary and post-secondary students

APJDD Vol 10 No.1

2023

Aishah Abdullah, Albel 

The experiences of Primary 6 students with dyslexia using the metacognitive-based approach of problem-solving for algebraic word problems

-

-

APJDD Vol 10 No.1

DAS Conference Presentations –  Empowering Students who learn differently

For over a decade, the Dyslexia Association of Singapore (DAS) has been at the forefront of championing dyslexia research, support, and empowerment. We take immense pride in our commitment to advancing the field of dyslexia and learning differences. Our dedicated team of more than 250 full-time staff has been diligently conducting and presenting groundbreaking research that has not only benefited students in Singapore but also left a lasting impact worldwide.

Our Research Journey 

Since 2009, DAS staff have been actively participating in renowned conferences, both locally and abroad, to share our insights and findings. We consider it a privilege to contribute to the global discourse on dyslexia, learning differences, and education. Our presence at these prestigious events has not only solidified our standing in the field but has also fostered collaborations and knowledge exchange with experts and organisations worldwide.

Our Conference Engagements

DAS has had the honor of presenting our research and practices at various conferences, including the International Dyslexia Association (IDA) Conferences in 2013, 2014, 2015, 2018, 2019, 2021, and 2022.  the British Dyslexia Association (BDA) Conferences in 2014 and 2021, the RELC International Conference in 2016 and 2019, AUSPELD 2019, ARWA Association of Reading and Writing in Asia 2019, and the Symposium of Taiwan Society of Learning Disabilities in 2017.  AND more importantly at our own DAS Conference UNITE SPLD!!

Our Commitment: 

At DAS, we remain steadfast in our commitment to empower people with dyslexia and struggling learners, not only in Singapore but across the region. Our conference presentations are a testament to our unwavering dedication to improving the lives of those with dyslexia and other learning differences. We believe that knowledge, research, and collaboration are the keys to unlocking the full potential of every individual, and we will continue to share our expertise with the world.

Explore the wealth of knowledge and insights gained from our years of conference presentations, and join us in our mission to create a more inclusive and supportive learning environment for all