Research Journal

APJDD Vol. 11 No 1 (July 2024)

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1. Editorial Comment

It is a very great pleasure to introduce the latest edition of the Asia Pacific Journal of Developmental of Developmental Differences.  This issue has been published to coincide with the UNITE 2024 conference in June, an important event in representing the first face-to-face conference for the Dyslexia Association of Singapore since the COVID pandemic. As such, we have a greater number of contributions to share with you than we would normally present.

 

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2. Empowering Struggling Learners in Singapore

Kah-Hung Yuen1* and Joanne Yoong1

  1. Research For Impact, Singapore

 Abstract

In Singapore, individuals who experience learning difficulties without a formal diagnosis of a learning disability are increasingly recognised as individuals who learn differently and are also known as struggling learners. Despite forming a significant fraction of Singapore’s student population, they may be excluded from receiving targeted support or government subsidies, even though there is a growing body of research highlighting the feasibility and effectiveness of locally adapted evidence-based interventions that meet their needs. To foster a more equitable educational landscape, policymakers must prioritise expanding access, appropriateness, and affordability of programming for children who learn differently.

Keywords: Struggling learners, structured intervention, individuals who learn differently, neurodiverse

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3. Virtual Educational Therapy—Experiences and Perceptions of Educational Therapists at the Dyslexia Association of Singapore

Nurul Hudaa Binte Mohamed Daud 1*   

  1. Dyslexia Association of Singapore

Abstract

School closures were implemented in the first quarter of 2020 to halt the spread of the COVID-19 epidemic. Without adequate preparation time, students and teachers faced the problem of transitioning from face-to-face to online classes. Educational therapy sessions in the Dyslexia Association of Singapore were affected too. This study sought to explore educational therapists’ experiences and perceptions of online teaching and learning with school-going age students with dyslexia in an online environment during the COVID-19 pandemic. To accomplish this, a phenomenological approach was employed using in-depth interview techniques with ten educational therapists from the DAS. A six-stage thematic analysis by Braun and Clark (2006) was employed to determine the themes for this study. The findings revealed four key themes: a) benefits of virtual educational therapy, b) challenges of virtual educational therapy, c) perceived success factors and conditions for an effective virtual educational therapy, and d) after-effects of educational therapy for educational therapists. Details in the findings could help educational therapists design better virtual lessons in the future. While online platforms may not be ideal for dyslexic learners, educational therapists believe that age and technological capability contribute significantly to the feasibility of virtual educational therapy. Recommendations for further research include a) a study to explore dyslexic learners’ perspectives and experience of online learning, b) a survey of online learning with other programmes, not just the literacy programme and lastly, c) an investigation into the mental health and well-being of dyslexic learners and educational therapists while participating in online learning.

Keywords: COVID-19, dyslexia, educational therapy, online teaching, phenomenological case study, remote teaching.

 

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4. Blended Synchronous Learning Environment- Perceptions and Experiences of Educational Therapists at Dyslexia Association of Singapore

Praba Siva1*

  1. Dyslexia Association of Singapore

Abstract

The emergence of Blended Synchronous Learning Environment (BSLE) as an innovative teaching method has gained traction during the COVID-19 pandemic. While it is mostly used in higher education, its potential to help students with dyslexia has not been explored much. This study delves into the views of educational therapists from the Dyslexia Association of Singapore (DAS) who integrated BSLE during the pandemic. Using interviews and thematic analysis, the research uncovers key themes like BSLE’s benefits, challenges, and its impact on therapists. It sheds light on issues like effective teaching, student engagement, and inclusivity. Despite not being ideal for dyslexic students, BSLE offers advantages like ongoing support and flexibility. The study suggests strategies for improvement, such as tailored implementation for older students and better technology support. Future research could explore students’ experiences, evaluate training programs, and assess parental support’s impact during BSLE for remote learners.

Keywords: blended synchronous learning environment , dual mode teaching, COVID-19, dyslexia, remote learning, face-to-face students, hybrid, educational therapy

 

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5. The impact of social-emotional competencies on drama students with dyslexia during the pandemic

Muzdalifah Hamzah1* and Amrit Kaur Gill1

  1. Dyslexia Association of Singapore

Abstract

During the pandemic, many children around the world were affected by school closures and the suspension of outdoor activities. There are articles reporting the worsening emotional state of children due to many reasons that are linked back to the pandemic. In addition, some research mentioned that children with SpLD were hard hit by the pandemic when compared to their non-SpLD peers in mainstream schools.  The research aims to discover the impact of the COVID-19 crisis on students with learning difficulties in the Speech and Drama Arts (SDA) programme in the Dyslexia Association of Singapore (DAS) by exploring the fluctuating children’s SEL survey results and the possibility of drama taught online being the protective outlet for children during this challenging period. The results indicate that the majority of students diagnosed with dyslexia encountered challenges with online learning within mainstream school settings. Nonetheless, the research determined that despite exhibiting a decline in their social-emotional scores due to the pandemic, these students showed favourable experiences while engaging in drama lessons via online platforms. Thus, while they encountered challenges in their school’s online learning environments, they found enjoyment and satisfaction in the online delivery of drama education.

Keywords: dyslexia, social-emotional competencies, drama, online learning

 

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

Soofrina Mubarak1*

  1. Dyslexia Association of Singapore

Abstract

This research critically examines the imperative of systematically training Educational Therapists for optimal educational technology integration within the Dyslexia Association of Singapore’s (DAS) Main Literacy Programme, accelerated by the COVID-19 pandemic’s shift to remote learning. Employing a multifaceted approach, including surveys, observations, focus groups, and interviews, the study identifies seven principal performance issues among therapists, categorizing them into skills, knowledge, and attitude. Recommendations for targeted training efforts offer actionable insights for DAS management, acknowledging the intentional exclusion of student voices in this phase. Future research will address this limitation by exploring student perspectives post- implementation of interventions for teachers, aiming for a comprehensive understanding of technology’s impact on the learning environment. The study’s limitations encompass a specific sample (DAS Educational Therapists) and setting, potentially restricting generalisability. However, the proposed Integrated Model and solutions may prove adaptable to diverse educational contexts. The research design, employing varied data collection methods, mitigates response bias concerns, enhancing the authenticity of findings. Time constraints impact the study’s depth, warranting future longitudinal investigations. The absence of student perspectives regarding technology’s impact and learning goals is acknowledged, prompting future research directions. While providing valuable insights into DAS Educational Therapists’ needs, this study advocates for future endeavors that include student perspectives, exploring the effectiveness of interventions post-teacher training. The Integrated Model can serve as a foundation for broader applications in diverse educational settings, contributing to industry- wide best practices. Longitudinal studies are proposed to capture evolving attitudes and practices, offering a nuanced understanding of technology integration’s dynamic nature in educational settings. Future research should prioritise student engagement, ensuring a holistic exploration of technology’s impact on learning outcomes across diverse educational landscapes.

Keywords: Educational technology, instructional technology, technology integration

technology adoption, systematic training, performance issues, targeted training for teachers, performance analysis, training needs assessment

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7. Designing for Dyslexic Individuals in the digital environment

Wu Junyi1*

  1. Alumni Student of National University of Singapore

Abstract

This paper delves into the multifaceted landscape of dyslexia within the context of digital environments, aiming to explore the nuanced challenges faced by dyslexic individuals and propose design interventions to cater to their diverse needs. Dyslexia, recognised as a neurobiological learning disability characterised by difficulties in language processing and reading comprehension, continues to pose unique challenges despite advancements in its understanding and diagnosis. The study draws from interviews conducted with dyslexic individuals, highlighting the spectrum of challenges encountered. It reveals the varied nature of dyslexia experiences, spanning struggles in language-specific domains, reading difficulties, and individualised approaches to coping with the disability. Furthermore, it critically examines existing digital assistive technologies, emphasising their limitations in meeting the tailored requirements of dyslexic learners, often failing to align with individual learning approaches and impeding effective learning experiences. Acknowledging the dichotomy between the aid provided by assistive tools and the need to cultivate personal skills, this paper advocates for a balanced approach. It explores a range of tools and educational tactics employed by dyslexic individuals, emphasising the importance of personalised, adaptable solutions to accommodate diverse experiences and preferences. The study progresses to present low-fidelity design probes as potential interventions in the digital sphere, focusing on tools that allow gradual skill development and customisation. These prototypes aim to provide tailored support while fostering the growth of personal tactics and skills, aiming to strike a harmonious balance between assistance and skill enhancement. Despite these contributions, this study faces limitations, including a restricted sample size and a lack of longitudinal data. The research methodology could benefit from a more comprehensive approach, integrating quantitative measures and expanding participant diversity to enhance generalisability. Furthermore, a deeper synthesis of existing literature and a more explicit theoretical framework could strengthen the theoretical underpinnings of this study.

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8. Evaluating a Reading Comprehension Curriculum and Factors Predicting Reading Comprehension Performance

Fong Pei Yi 1* and Lay See Yeo2

            Dyslexia Association of Singapore (Formerly)

           National Institute of Education, Nanyang Technological University

Abstract

This study comprised two parts. The first was part of a study at the Dyslexia Association of Singapore to monitor the progress of students undergoing literacy intervention with an enhanced reading comprehension curriculum. The reading comprehension performance of primary school students with dyslexia (n = 42) was monitored at three time-points (Time 1: baseline, Time 2: pre-enhanced curriculum and Time 3: post-enhanced curriculum) over the course of two years. Analysis of variance revealed significant improvement in reading comprehension performance from Time 1 to Time 2 and Time 1 to Time 3, but no significant difference between Time 2 and Time 3. Significant improvements were observed only in students with weaker verbal ability from Time 1 to Time 2 whereas students with stronger verbal ability showed no significant changes in reading comprehension performance over time. The second part of the study explored the ability of cognitive factors, namely verbal ability, non-verbal ability, phonological awareness, working memory and rapid naming ability, to predict concurrent (n = 31) and future reading comprehension performance at the end of one (n = 48) and two years (n = 44). There were neither significant correlations between rapid naming ability and reading comprehension performance at any of the time-points, nor between phonological awareness and future reading comprehension performance after one and two years. Verbal ability was a consistent and significant predictor of reading comprehension at the three time-points. Phonological awareness significantly correlated with concurrent reading comprehension performance but did not significantly predict it. Non-verbal ability and working memory significantly correlated with reading comprehension at all time-points but were not significant predictors of reading comprehension across time. Implications and future considerations for reading comprehension intervention were discussed, and theoretical implications with regard to the Simple View of Reading were considered as well.

Keywords: Dyslexia, reading comprehension, curriculum evaluation, reading comprehension predictors

 

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9. Exploring the Challenges of Dyslexia in Education and the Workplace: A Multi-Case Study of Academic and Professional Journeys

Fatemeh Zolfagharian1*, Mahnaz Akhavan Tafti 1,2 and Elaheh Jarrahi1

            Iranian Specific Learning Disorders Association

           Department of Educational Psychology, Al-Zahra, Tehran

Abstract

The objective of this study was to investigate the lived experiences of individuals with dyslexia. We examined 13 individuals with dyslexia, encompassing school-leaving teenagers, adults who discontinued their education, and those with higher education backgrounds, to gain insights into their career paths. Our research employed a multiple-case study approach, allowing for an in-depth examination of each case. We recruited adult participants with dyslexia through the website and virtual channels of the Iranian Learning Disabilities and Differences Association. Following diagnostic interviews, a review of educational records, and the completion of the Adult Reading Checklist (ARC-P), a final sample of 13 participants was selected. These participants were categorised into three demographic groups. Semi-structured interviews were conducted, and Braun and Clarke’s reflexive thematic analysis method was applied, resulting in the extraction of four key themes. Our findings revealed that the lack of proper diagnosis contributed to various educational challenges and emotional difficulties for the participants. Additionally, it was observed that nearly all participants gravitated towards careers that allowed them to leverage their visual-spatial talents and creativity, such as design, tailoring, and illustration. This study underscores the importance of further research to explore the relationship between dyslexia and visual-spatial abilities, as well as to gain a deeper understanding of the motivations and skills of dyslexic individuals across different fields.

Keywords: Dyslexia, academic and professional experiences, visual-spatial talents, creativity.

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10. Dean Bragonier and Noticeability: The man, the model and the need

Angela Fawcett1* and Dean Bragonier2

            Editor in Chief, Asia Pacific Journal of Developmental Differences, Singapore     

           Executive Dyslexic, NoticeAblility, USA

Preface

In preparing this article, as first author I am conscious that it may not fit with some people’s definition of an academic article, because only positive assessments of Noticeability are provided here.  Let me fill you in on the background.  Dean Bragonier was invited to present his work in this journal but was unable to deal with the quantity of writing because of his dyslexia, and opted to give the journal an interview instead.  This approach instantiates that adopted by his company NoticeAbility, which deliberately moves young adolescents away from reading and writing, where they struggle, to a workshop format working on projects in small groups, where they can show leadership, teamwork and demonstrate their strengths.  This type of research approach is proving remarkably successful these days with an emphasis on the whole child, executive function, including self-control, selective attention, cognitive inhibition, working memory and cognitive flexibility, (Diamond, 2013) as well as self-esteem, providing an environment where they can challenge themselves and show their strengths, with interventions targeting self-image in order to release the potential for success that may be hidden in these children.  NoticeAbility works by including teaching staff as observers of the program, and involving parents, who may all be surprised by the confidence, motivation and effectiveness revealed.  It is an approach that could be easily adopted by others, and evaluated more formally within a research setting.  The article itself is designed to inspire further research of this type, as well as to offer an alternative to the many articles reflecting failure in this group.  As such, it is intended to inspire the reader to consider the strengths in dyslexia, rather than focusing on dyslexia as a deficit, and provides justification from the research literature for the approach adopted.

Abstract

In this article the authors report an interview between Dean Bragonier, Executive Dyslexic of NoticeAbility, USA and Angela Fawcett, international researcher into dyslexia, and explore the research literature on strengths and weaknesses in dyslexia. The interview was motivated by a series of conversations between the authors, and proposed by Fawcett in order to explore the underlying motivation and rationale for the work of the NoticeAbility group in designing and delivering entrepreneurial curricula for middle school children with dyslexia, in order to highlight their strengths in this area.  Inspired by the highly successful keynote presentation by Bragonier at Unite SpLD, 2021, incorporating his research, the article attempts to provide a vehicle to escape any perceived ongoing constraints of dyslexia on academic self-expression from Bragonier, showcasing his motivation and the success of the approach he has been able to adopt in improving the motivation and self-esteem of dyslexic children, and the impact of these programmes on their parents and teachers. His approach is illustrated by the work of his son Bodhi in the recent Magellan Campaign visit to the UK, analysing the impact of positive role models in dyslexia. The article concludes with a review of the Positive dyslexia movement and its impact on dyslexia support.