Sujatha Nair and Sridhar Pratyusha
The Main Literacy Programme (MLP) at the Dyslexia Association of
Singapore (DAS) only admits students that have been assessed for and given a diagnosis of Dyslexia.
Following admission, students’ cognitive and literacy profiles are further analysed to assign a band
(Ram et.al., 2015) for their educational placement within the programme enabling MLP to offer individualised lessons taught in accordance to the Orton-Gillingham Principles (Ritchey & Goeke, 2006; Rose & Zirkel, 2007). Each band has three levels of literacy learning, making it a total of nine
levels across bands “A” to “C”. There are four core skills that are covered in cumulation – from
emergent to functional to advanced literacy skills – across these bands; they are phonics, language &
vocabulary, reading comprehension and writing. Students’ progress across these skills is then
monitored using digitised Curriculum Based Assessments (CBAs).
The rate of progression across the four skills is not expected to be
uniform – owing to varying student profiles and ensuing curriculum. In a previously conducted study
(Nair, Ram & Kurusamy, 2018) it was observed that the Band A students generally made the most
significant progress in reading. The current study aims to check if the reading gains made by Band A students still holds true and to further analyse the profile of the learners making the reading gains.