Helping Students with Dyslexia Make Real Gains:
Research Validates the DAS Main Literacy Programme
DAS RESEARCH TO REAL LIFE
Turning evidence into everyday support for learners who think differently
Published in 2021, this study tracked over 1,300 students with dyslexia across three years, and the results were clear: with the right support, these students can thrive.
For many students with dyslexia, the path to reading and writing success isn’t a straight one — but it can be a successful one. A large-scale study conducted by the Dyslexia Association of Singapore (DAS) followed 1,343 students aged 7 to 17 in its Main Literacy Programme (MLP), tracking their progress in reading, spelling, and writing across a three-year period.
The big question: Can specialised teaching methods really make a difference?
The answer: A resounding YES!
Students improved their scores significantly on all key measures — from reading single words to writing full sentences. One cohort improved from an average score of 48.5% in 2016 to 62.4% by 2018.
“These consistent improvements clearly indicate that the results are not by chance but due to our proven methods”
The reason students improved!
DAS uses a research-backed, structured teaching approach built on the Orton-Gillingham principles, multisensory, structured, sequential, and tailored to each learner’s profile.
In 2016, DAS revamped its curriculum to ensure new concepts were integrated into all aspects of each lesson, not just taught in isolation.
The result
Students didn’t just learn, they retained and applied what they learned across reading, spelling, and writing.
“By tracking Curriculum-Based Assessments over time, we could see that consistent teaching led to consistent improvement,” said lead researcher Sharyfah Nur Fitriya. “These are real results for real kids, and it reinforces that our programme works.”
The study also reminds us that literacy challenges don’t exist in a vacuum. Students with dyslexia may also struggle with memory, concentration, and confidence. The DAS MLP was built to address those, too, helping students not just catch up, but find their confidence again.
To read more about this research, the article can be found in the DAS Journal
Article by
Sharyfah Nur Fitriya
Educational Advisor,
Lead Educational Therapist & RETA Fellow
