2. Exploring the effectiveness of the English Examination Skills Programme on struggling non-dyslexic learners

Tuty Elfira Abdul Razak1, Emilyn See1, Joanne Tan Shi Huey1, Edmen Leong 1

  1. Dyslexia Association of Singapore

 

Abstract

The effectiveness of sequential, cumulative and multisensory intervention programmes on learners with dyslexia has been proven in multiple academic literature. This study serves as a follow-up on previous research which explored the classroom practices of the English Exam Skills Programme (EESP). In comparison between students with dyslexia and a control group, the previous study found significant progress in their grammar, vocabulary and comprehension components of their English examination paper after intervention. Aligning with the Universal Design for Learning (UDL) framework, the EESP is postulated to benefit all learners, including struggling learners with or without a diagnosis of SpLD or any learning difficulties, who are scoring below 65% in their school English Language examination papers. This study seeks to investigate the possible effectiveness of the EESP on a group of struggling non-dyslexic learners after a 20-week intervention. Results indicate a significant effect of intervention for this small group of non-dyslexic students.

 

Keywords:          English Exam Skills, structured intervention, dyslexia, struggling learners, Universal Design for Learning UDL

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2. Exploring the effectiveness of the English Examination Skills Programme on struggling non-dyslexic learners
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